School Performance Plan - Clark County School … › schools › school-performance-plans › pdfs2019 › ...School Performance Plan School Name Antonello, Lee ES Address (City,

School Performance Plan

School NameAntonello, Lee ES

Address (City, State, Zip Code, Telephone):1101 W Tropical Pkwy

N Las Vegas, NV 89031-1450, 7027998380

Superintendent/Region Superintendent: Jesus Jara / Grant Hanevold

For Implementation During The Following Years: 2019-2020

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Elementary

Classification: 1 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 PositionLinda Brown Parent Francis McCabe Parent

Aisha Fanning Parent Domenic Russo PrincipalPam Madrid Learning Strategist Doug Shain 5th GradeLeeann Nix 2nd Grade Eva Adams Kindergarten

Christine Lawrence 3rd Grade Jenn Petcoff SPTA

Nevada Department of Education Antonello, Lee ES 2019-2020Clark County School District

Last Date Review/Revised By Planning Team - 10/30/2019 Page 1 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) Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)Statewide Assessments Achievement Gap Data Achievement Gap DataNA NA NANA NA NANA NA NAOther: STAR Other: MAP Other:Other: SBAC Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.2019 Overview:

Analysis of Data: As a result of 19-20 NSPF, Antonello identified the need to strengthen Tier One instruction by combining best instructional practices with grade-level appropriate standards-based curriculum. Stakeholder input supported these action steps to be implemented in the 2019-2020 school year. 22.3% of students were proficient in math as reported by the 2018-2019 NSPF. 36.7% of students were proficient in ELA as reported by the 2018-2019 NSPF. Proficiency data was shared with stakeholders and stakeholder input was obtained. Stakeholder input was then utilized in determining these action steps outline in SPP to be implemented in the 2019-2020 school year.

Positive Statements: Students display strong reasoning skills in math. Teachers began data-driven PLC conversations that aligned grade levels horizontally and vertically.Chronic Absenteeism rate is 13.5% which is below the district rate of 14.3% as reported on the 2018 - 2019 NSPF.English Learners Current and Former increased from 24.4% proficient in math to 24.8% proficient in math as reported by the 2018-2019 NSPF.

Areas of Opportunity: Growth Indicator decreased from 24.5 out of 35 (2017-2018) to 5 out of 35 (2018-2019) as reported on the NSPF.English Language Indicator decreased from 7 out of 10 (2017-2018) to 4 out of 10 (2018-2019) as reported on the NSPF.Closing Opportunity Gaps Indicator decreased from 8 out of 20 (2017-2018) to 2 out of 20 (2018-2019) as reported on the NSPF.

Prioritized NeedsAntonello reviewed the NCCAT-S conducted in November 2018 and identified the following needs: 1.2 All instructional staff members deliver the standards-based curriculum to all students. 1.4 All instructional staff members routinely collaborate to review the impact of instructional strategies and to modify instruction accordingly. 1.6 All instructional staff members provide students with additional instruction and intervention as needed to improve student achievement. 2.4 All instructional staff members provide specific and timely feedback to students on an on-going basis and students use the feedback to improve their performance. (NEPF 4.1 and 5.4)

2018The data listed below allowed us to determine that utilizing best practices in Kagan Structures and Thinking Maps school wide will allow for consistency throughout the grade levels vertically



aligning our language and strategies providing opportunity for increased discourse and instructional focus on academic language for students. We will utilize computer programs ST Math, Moby Max, Accelerated Reader, and SBAC Interims to allow for differentiated instruction, progress monitoring, and goal setting with students. We are transitioning away from AIMSweb for our benchmarking and introducing easyCBM. The staff has not been trained as of 10-11-19. We have a team of 9, including our Sped Team, Literacy Specialist, and CTTs. Our plan is to continue training to have the entire staff trained by Spring 2020.2018-2019, 2019-2020: We will be moving away from Aimsweb and utilize Map for our progress monitor and benchmark data. *UPDATE* as of 2019-2020 MAP was not prepared to move forward with Benchmarking. So we will continue with easyCBM until MAP is set up for Benchmarking.Goal 1AIMSweb Reading:Fall Benchmark RCBM data, 2nd grade students increased 9.6 % and 3rd grade students increased 11.9% from 2013-201537% of second grade students and 47% of third grade students were below the 50th percentile according to RCBM Fall 2015 Benchmark.In Fall 2016, 31% of Kinder met the Fall Benchmark in Letter Sound Frequency. In Fall 2016, 46% of 1st grade, 55% of 2nd grade, 49% of 3rd grade, 48% of 4th grade, and 47% of 5th grade students met the Fall Benchmark in RCBM.In Fall 2017, 37% of Kinder and 58% of 1st grade met the Fall Benchmark in Total Early Literacy Composite. In Fall 2017, 42% of 2nd grade, 56.5% of 3rd grade, 56.7% of 4th grade, and 59.8% of 5th grade students met the Fall Benchmark in Total Reading Composite.In Spring 2018, 68% of Kinder and 69% of 1st grade met the Spring Benchmark in Total Early Literacy Composite. In Spring 2018, 63% of 2nd grade, 57% of 3rd grade, 61% of 4th grade, and 81% of 5th grade students met the Spring Benchmark in Total Reading Composite.In Fall 2018, 22% of Kinder and 62% of 1st grade met the Spring Benchmark in Total Early Literacy Composite. In Fall 2018, 48% of 2nd grade, 47% of 3rd grade, 46% of 4th grade, and 58% of 5th grade students met the Fall Benchmark in Total Reading Composite.In Winter 2019, 74% of students in Kindergarten, 67% of 1st grade students, 58% of students in 2nd grade, 54% of 3rd grade, 63% of 4th grade, and 70% of 5th grade students met Winter Benchmark in Total Reading Composite based on Aimsweb Plus.In Spring 2019, 73% of students in Kindergarten, 68% of 1st grade students, 58% of students in 2nd grade, 51% of 3rd grade, 60% of 4th grade, and 72% of 5th grade students met Spring Benchmark in Total Reading Composite based on Aimsweb Plus. 2019-2020 AIMSweb is no longer being utilized

STAR:30% of first grade students, 50% of second grade students, and 49% of third grade students are below benchmark based on Fall 2015 STAR data.44% are above benchmark (155 students) in 2nd - 5th grade are at or above the benchmark target based on Fall 2015 STAR assessment data.30% of first grade students, 50% of second grade students, and 49% of third grade students are below benchmark based on Fall 2015 STAR data.There was a decrease of 14% of students meeting benchmark in 2nd-5th grade based on Fall 2015 STAR Assessment data.In Fall 2016, based on the STAR assessment, students in grades 3-5 scored an average of 37% at or above grade equivalent.In Fall 2017, based on the STAR assessment, students in grades 3-5 scored an average of 51% at or above grade equivalent.In Spring 2018, based on the STAR assessment, students in grades 3-5 scored an average of 32% at or above grade equivalent. (This data is based on February information due to other testing in the Spring)In Fall 2018, based on the STAR assessment, students in grades 3-5 scored an average of 46% at or above grade equivalent.In Winter 2019, based on the STAR assessment, students in grades 3-5 scored an average of 41% at or above grade equivalent. (This data is based on January information due to other testing in the Spring)In Spring 2019, based on the STAR assessment, students in grades 3-5 scored an average of 32% at or above grade equivalentIn Fall 2019 based on the star assessment, students in grade 2 scored an average of 53% at or above grade qquivalent, students in grade 3 scored an average of 48% at or above grade equivalent, students in grade 4 scored an average of 42% at or above grade equivalent, and students in grade 5 scored an average of 27% at or above grade equivalent.

AIMSweb Math: In Fall 2016, 35% of students in Kindergarten met the Fall Benchmark in Number Identification. In Fall 2016, 58% of 1st grade, 27% of 2nd grade, 14% of 3rd grade, 20% of 4th grade, and 54% of 5th grade students met the Fall Benchmark in M-Comp.In Fall 2017, 49.3% of students in Kindergarten and 43.7%of 1st grade students met the Fall Benchmark in Number Identification. In Fall 2017, 38.8% of 2nd grade, 37% of 3rd grade, 43.9% of 4th grade, and 59.3% of 5th grade students met the Fall Benchmark in Total Math Composite.In Spring 2018, 88% of students in Kindergarten, 78 %of 1st grade students, 67% of 2nd grade, 43% of 3rd grade, 63% of 4th grade, and 81% of 5th grade students met the Spring Benchmark in Total Math Composite based on Aimsweb Plus.In Fall 2018, 29% of students in Kindergarten, 65% of 1st grade students, 29% of students in 2nd grade, 35% of 3rd grade, 29% of 4th grade, and 55% of 5th grade students met Fall Benchmark in Total Math Composite based on Aimsweb Plus.In Winter 2019, 77% of students in Kindergarten, 72% of 1st grade students, 58% of students in 2nd grade, 54% of 3rd grade, 56% of 4th grade, and 68% of 5th grade students met Winter Benchmark in Total Math Composite based on Aimsweb Plus.



In Spring 2019, 67% of students in Kindergarten, 72% of 1st grade students, 63% of students in 2nd grade, 39% of 3rd grade, 43% of 4th grade, and 62% of 5th grade students met Spring Benchmark in Total Math Composite based on Aimsweb Plus. 2019-2020 AIMSweb is no longer being utilized

MAP: In Fall 2017, 36% of students in 1st grade, 43% of students in 2nd grade, and 47% of students in 3rd grade met benchmark on the MAP Reading Assessment. In Fall 2017, 36% of students in 1st grade, 34% of students in 2nd grade, and 41% of students in 3rd grade met benchmark on the MAP Mathematics Assessment.In Winter 2018 (01/2018), 59% of student in K, 49% of students in 1st grade, 50% of students in 2nd grade, and 40% of students in 3rd grade met benchmark on the MAP Reading Assessment. In Winter 2018 (01/2018), 60% of students in K, 47% of students in 1st grade, 39% of students in 2nd grade, and 33% of students in 3rd grade met benchmark on the MAP Mathematics Assessment.In Spring 2018, 52% of student in K, 43% of students in 1st grade, 53% of students in 2nd grade, and 44% of students in 3rd grade met benchmark on the MAP Reading Assessment. In Spring 2018, 58% of students in K, 41% of students in 1st grade, 43% of students in 2nd grade, and 29% of students in 3rd grade met benchmark on the MAP Mathematics Assessment.In Fall 2018, 71% of student in K, 60% of students in 1st grade, 37% of students in 2nd grade, and 38% of students in 3rd grade met benchmark on the MAP Reading Assessment.In Fall 2018, 53% of students in K, 63% of students in 1st grade, 32% of students in 2nd grade, and 33% of students in 3rd grade met benchmark on the MAP Mathematics Assessment.In Winter 2019, 59% of students in K, 55% of students in 1st grade, 62% of students in 2nd grade, and 55% of students in 3rd grade met benchmark on the MAP Reading Assessment.In Winter 2019, 47% of students in K, 58% of students in 1st grade, 47% of students in 2nd grade, and 33% of students in 3rd grade met benchmark on the MAP Mathematics Assessment.In Spring 2019, 44% of students in K, 48% of students in 1st grade, 50% of students in 2nd grade, and 47% of students in 3rd grade met benchmark on the MAP Reading Assessment. In Spring 2019, 51% of students in K, 61% of students in 1st grade, 47% of students in 2nd grade, and 27% of students in 3rd grade met benchmark on the MAP Mathematics Assessment. In Fall 2019, 40% of students in K, 50% of students in 1st grade, 52% of students in 2nd grade, 52% of students in 3rd grade, 45% of students in 4th grade, and 48% of the students in 5th grade met benchmark on the MAP Reading Assessment. In Fall 2019, 30% of students in K, 45% of students in 1st grade, 52% of students in 2nd grade, 45% of students in 3rd grade, 33% of the students in 4th grade, and 29% of the students in 5th grade met benchmark on the MAP Mathematics Assessment. SBAC: 15-16Grade 3 ELA 52% of students scored Level 1 or 2, 48% of students scored Level 3 or 4. Math 50% of students scored Level 1 or 2, 50% of students scored Level 1 or 2Grade 4 ELA 49% of students scored Level 1 or 2, 51% of students scored Level 3 or 4. Math 63% of students scored Level 1 or 2, 37% of students scored Level 1 or 2Grade 5 ELA 53% of students scored Level 1 or 2, 47% of students scored Level 3 or 4. Math 68% of students scored Level 1 or 2, 29% of students scored Level 1 or 216-17Grade 3 ELA 52% of students scored Level 1 or 2, 48% of students scored Level 3 or 4. Math 43% of students scored Level 1 or 2, 50% of students scored Level 3 or 4Grade 4 ELA 47% of students scored Level 1 or 2, 53% of students scored Level 3 or 4. Math 50% of students scored Level 1 or 2, 50% of students scored Level 3 or 4Grade 5 ELA 46% of students scored Level 1 or 2, 54% of students scored Level 3 or 4. Math 66% of students scored Level 1 or 2, 34% of students scored Level 3 or 417-18Grade 3 ELA 55% of students scored Level 1 or 2, 45% of students scored Level 3 or 4. Math 71% of students scored Level 1 or 2, 29% of students scored Level 3 or 4Grade 4 ELA 54% of students scored Level 1 or 2, 46% of students scored Level 3 or 4. Math 65% of students scored Level 1 or 2, 35% of students scored Level 3 or 4Grade 5 ELA 35% of students scored Level 1 or 2, 65% of students scored Level 3 or 4. Math 57% of students scored Level 1 or 2, 43% of students scored Level 3 or 418-19Grade 3 ELA 69% of students scored Level 1 or 2, 31% of students scored Level 3 or 4. Math 76% of students scored Level 1 or 2, 23% of students scored Level 3 or 4Grade 4 ELA 69% of students scored Level 1 or 2, 31% of students scored Level 3 or 4. Math 84% of students scored Level 1 or 2, 16% of students scored Level 3 or 4Grade 5 ELA 52% of students scored Level 1 or 2, 48% of students scored Level 3 or 4. Math 72% of students scored Level 1 or 2, 27% of students scored Level 3 or 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:Increase the percent of all students proficient in ELA from 36.7% to 59.2% by 2020 and to 61.2% by 2021 as measured by state summative assessments.

Root Causes:Inconsistent implementation of school-wide common instructional curriculum and effective PLC practices.

Measurable Objective 1:Increase the percent of all students above the 58th percentile in reading from 32% to 46% (Winter) and from X% to Y% (Spring) as measured by MAP Growth 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:

YesNCCAT-S Indicators: 1.2, 1.4, 1.6, 2.4



Teachers will receive coaching and direct instruction on effective instructional practices utilizing: 1) Vertical Alignment during morning meetings, SBCT, 8 hours for each teacher to vertically and grade level plan, and PLC 2) Student Goal Setting (Classroom Teacher/CTT driven; MAPS, RCBM, MCOMP, Sight Words) 3) Refresh Phonics strategies, Fluency, Comprehension, and Thinking Maps 4) Read By Three Professional Development to include RTI 5) Academic language instruction from SBAC, MAP, and NVACS 6) Whole group instruction based on SBAC Interim Assessment Blocks and MAP practice questions. 7) Utilize common language for engagement strategies such as Kagan and Thinking Maps and additional supplemental materials to differentiate instruction to support MTSS implementation 8) Intervention instruction during specific instructional time (CTTs, Support Staff, Prep Buy) 9) PLC data analysis based on MAP and Performance Tasks 10) Collaboration with ANET (Team will assist and support staff with analyzing data and curriculum implementation) 11) Utilizing Notice & Note and Reading Nonfiction in classroom instruction 12) Utilizing Open Court and Writing from the Beginning in classroom templates, routines, and procedures into planning the components of an effective lesson and daily instruction.

Title I funding: Software Instruction: ST Math, AR, Moby Max (Reading/Math) ($16,700) Chromebooks ($8,458) 2 Certified Temporary Tutor for student intervention (CTTs) ($31,678) Prep Buy-Out for four teachers ($30,373) Extra support staff hours ($10,924) ELMO/Document Camera ($514)

- Pre-survey data from teachers. - Observation data will be used to determine if coaching and staff development are bringing about changes in instructional practice. - Lesson plans - Professional development agendas - student achievement data

Lesson Plan Check - Weekly and Observations - Monthly by Administration PD Agendas - Monthly, September - December Administration/ K-3 Teachers Learning Strategist CTTs Counselor

N/A

Comments:

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

Responsible

Monitoring

Status

1.2 Family Engagement (Required)Continuation From Last

Year: YesNCCAT-S Indicators:

1) Five Family Nights: Literacy Night, Bike Rodeo, STEAM Night, Data Night, Choir 2) Use of Facebook, website, and newsletters to communicate with families

Family Nights - September, October, November, February and January, Weekly update calls, website classroom instruction supports and homework, monthly newsletter Title I funding to support this action step: Family Engagement: Refreshments/Instructional Materials ($1,148)

- Parent contact logs - Family night agendas

Family Night Agendas - September, October, November, January, and February Parent Contact Logs - monthly collected by Administration

N/A

Comments:

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

Year: Yes

NCCAT-S Indicators: 1.2, 1.4,

1.6, 2.4



Teachers will receive coaching and direct instruction on effective instructional practices utilizing: 1) Vertical Alignment during morning meetings, SBCT, 8 hours for each teacher to vertically and grade level plan, and PLC 2) Refresh Phonics strategies, Fluency, Comprehension, and Thinking Maps 3) Read By Three Professional Development to include RTI 4) Academic language instruction from SBAC, MAP, and NVACS 5) In grades 3-5 deliver rigorous tier one instruction based on SBAC Interim Assessment Blocks and MAP practice questions. 6) Utilize common language for engagement strategies such as Kagan and Thinking Maps and additional supplemental materials to differentiate instruction to support MTSS implementation. 7) Intervention instruction during specific instructional time (CTTs, Support Staff, Prep Buy) 8) PLC data analysis based on MAP and Performance Tasks 9) Extended School Day additional instruction 10) Implementation of Open Court Reading (K-3) and Complex Text (K-5) 11) Implementation of Write from the Beginning (K-5) 12) Utilize PLC time to plan for rigorous tier one instruction and grade-level appropriate common assessments and scoring guides 13) Utilize PLC time to determine quarterly and long-range curriculum goals

Title I funding: Software Instruction: ST Math, AR, Moby Max (Reading/Math) ($16,700) Chromebooks ($8,458) 2 Certified Temporary Tutor for student intervention (CTTs) ($31,678) Prep Buy-Out for four teachers ($30,373) Extra support staff hours ($10,924) ELMO/Document Camera ($514) Scheduled PLC time Extended School Day - SB 178 funds

- Student growth will be closely monitored during weekly PLC meetings, - formative and summative data will be utilized to determine appropriate instruction for each student. - Lesson plans and observation data also collected.

Classroom formative assessment monitored during PLCs - weekly by Teachers; Monthly SLG with RACES; MAP testing Lesson Plan Check - Weekly and Observations - Monthly by Administration

N/A

Comments:

1.4 Other (Optional) Continuation From Last Year: No NCCAT-S Indicators: 1.2, 1.4, 1.6, 2.4Teachers will create unit plans that incorporate performance tasks and SBAC aligned constructed response questions Teachers will internalize texts before teaching in order to identify aspects that require additional support. Teachers will write solid, standards-aligned text dependent questions Teachers will apply Kagan and Thinking maps to curriculum texts Teachers will apply phonics and fluency strategies to complex text

PLC Team Meetings Complex Text based on NVACS Glossary SBCT Meetings


Classroom formative assessment monitored during PLCs - weekly by Teachers; Monthly SLG with RACES; MAP testing Lesson Plan Check - Weekly and Observations - Monthly by Administration

N/A

Comments:Instructional Priority: Teachers will center each ELA lesson around a high quality text and ask questions that address the analytical thinking required by the grade level standards. Students will spend the majority of their time reading, writing, and talking about text.





Priority Need/Goal 2:Increase the percent of all students proficient in math from 22.3% to 51.1% by 2020 and to 53.5% by 2021 as measured by state summative assessments.

Root Causes:Inconsistent implementation of school-wide common instructional practice and behavioral practice.

Measurable Objective 1:Increase the percent of all students above the 58th percentile in math from 15.49% to 32% (Winter) and from X% to Y% (Spring) as measured by MAP Growth Assessments.

Monitoring Status

N/A



Resources and Amount Needed for

Implementation(people, time, materials, funding

sources)


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:

YesNCCAT-S Indicators: 1.2, 1.4, 1.6, 2.4



Teachers will receive coaching and direct instruction on effective instructional practices utilizing: 1) Vertical Alignment during morning meetings, SBCT, 8 hours for each teacher to vertically and grade level plan, and PLC 2) Refresh Phonics strategies, Fluency, Comprehension, and Thinking Maps 3) Read By Three Professional Development to include RTI 4) Academic language instruction from SBAC, MAP, and NVACS 5) Whole group instruction based on SBAC Interim Assessment Blocks and MAP practice questions. 6) Utilize common language for engagement strategies and supplemental materials to differentiate instruction to support MTSS implementation 7) Intervention instruction during specific instructional time (CTTs, Support Staff, Prep Buy) 8) PLC data analysis based on MAP and Performance Tasks

Title I funding: Software Instruction: ST Math, AR, Moby Max (Reading/Math) ($16,700) Chromebooks ($8,458) 2 Certified Temporary Tutor for student intervention (CTTs) ($31,678) Prep Buy-Out for four teachers ($30,373) Extra support staff hours ($10,924) ELMO/Document Camera ($514)

- Observation data will be used to determine if coaching and staff development are bringing about changes in instructional practice. - Lesson plans - Professional development agendas

Lesson Plan Check - Weekly and Observations - Monthly by Administration PD Agendas - Monthly, September - December Administration and Teachers Learning Strategist CTTs Counselor

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


1) Five Family Nights: Literacy Night, Bike Rodeo, STEAM Night, Data Night, Choir 2) Use of Facebook, website, and newsletters to communicate with families

Family Nights - September, October, November, February and January, Weekly update calls, website classroom instruction supports and homework (reading), monthly newsletter Title I funding to support this action step: Support Staff Extra Duty for translation services ($500) Family Engagement: Refreshments/Instructional Materials ($1,148)

- Parent contact logs - Family night agendas

Family Night Agendas - February Parent Contact Logs - monthly collected by Administration

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required)Continuation From Last

Year: Yes

NCCAT-S Indicators: 1.2,

1.4, 1.6, 2.4



Math Specific tasks: 1) Number talks 2) Whole group instruction based on SBAC Interim Assessment Blocks to include performance task and multi-step mathematical problems and MAPS practice questions 3) Extended School Day additional instruction Teachers will receive coaching and direct instruction on effective instructional practices utilizing: 1) Vertical Alignment during morning meetings, SBCT, 8 hours for each teacher to vertically and grade level plan, and PLC 2) Student Goal Setting (School Counselor driven) 3) Refresh Phonics strategies, Fluency, Comprehension, and Thinking Maps 4) Read By Three Professional Development to include RTI 5) Academic language instruction from SBAC, MAP, and NVACS 6) Whole group instruction based on SBAC Interim Assessment Blocks and MAP practice questions 7) Utilize common language for engagement strategies and supplemental materials to differentiate instruction to support MTSS implementation 8) Intervention instruction during specific instructional time (CTTs, Support Staff, Prep Buy) 9) PLC data analysis based on MAP and Performance Tasks

Title I funding: Software Instruction: ST Math, AR, Moby Max (Reading/Math) ($16,700) Chromebooks ($8,458) 2 Certified Temporary Tutor for student intervention (CTTs) ($31,678) Prep Buy-Out for four teachers ($30,373) Extra support staff hours ($10,924) ELMO/Document Camera ($514) Extended School Day - SB 178 funds


Monthly monitoring: Administration, Teachers, Counselor

N/A

Comments:

2.4 Other (Optional) Continuation From Last Year: No NCCAT-S Indicators: 1.2, 1.4, 1.6, 2.4Teachers will plan lessons that target grade level standards Teachers will plan lessons that include instructional strategies that intentionally address the aspect of rigor called for by the standard being addressed Teachers will incorporate Kagan and Thinking maps to into math lessons Teachers will ensure student work consists of grade level problems Teachers will plan questions or prompts that foster and support productive struggle

PLC Team Meetings SBAC Practice questions; EnVision Assessments SBCT Meetings Khan Academy coursework


Classroom formative assessment monitored during PLCs - weekly by Teachers; Monthly constructed responses; MAP testing Lesson Plan Check - Weekly and Observations - Monthly by Administration

N/A

Comments:Teachers will plan lessons that focus on grade level standards and intentionally address the aspect of rigor called for by the standard being addressed. Students have multiple opportunities to work with and practice grade level problems and teachers foster and support productive struggle.





Priority Need/Goal 3:Increase staff members' knowledge and skills related to Social and Emotional awareness in order to best meet the instructional needs of diverse learners while analyzing referral incidents to reduce any disproportional behavioral data.

Root Causes:There is a need for training in the area of Social and Emotional competency as evidenced by our student achievement gap data and training in Infinite Campus behavior management and a clear understanding of minor and major behaviors.

Measurable Objective 1:By June 2019, 100% of teachers will participate in Social Emotional training as provided by administration and designated staff.

Measurable Objective 2:By May 2020, 100% of staff will be proficient in tracking minor and major behaviors in Infinite Campus.

Monitoring Status

N/A



Resources and Amount Needed for

Implementation(people, time, materials, funding sources)


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




Teachers will participate in: 1.Social and Emotional training, cultural competency training and ALCA model training through Cohort B. 2. MTSS-B implementation (Lesson planning, Common Language, PD on MTSS-B and infinite campus) 3. Sanford Harmony

Professional development by administration and designated staff members. Professional Development by Project Heal (Brain Trauma and the classroom) MTSS-B: 1. 3 full day planning to develop lessons for school wide implementation 2. bi-monthly meetings for data analysis

Agendas and sign in sheets Administrators will ensure this action step takes place during the 2018-2019 school year. Project Heal PD 10/18/18, 1/17/19, 2/7/19, 3/7/19 MTSS-B Team

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:

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)

Title 1 116,525a) Support Staff Job 2 $9,471 b) 2 CTT staff for 1300 hours $31,678.75 c) Prep Buy 4 Teachers 32,405.40 d) ST Math $3,750 e) Accelerated Reader $7,592.97 f) Aimsweb $3,310 g) Moby Max $3,495 h) 130 Chromebooks $24,434.80

Goals 1 and 2

SB 178 90000 Extended School Day Goals 1 and 2Strategic Budget 3,167,108 Our staff are working to implement our goals. Goals 1 and 2



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.To attract and retain HQ teachers, we provide teachers with adequate materials and resources along with state of the art technology; a voice in hiring through panel interviews & in curricular decisions; a collegial support system including mentors for new teachers and time to observe best practice strategies; common planning time to facilitate collaboration; frequent feedback on lessons, units, & classroom management, & PD that is tailored to meet the needs of the students they are teaching.

2. Describe the school's strategies to increase family engagement in accordance with Section 1116 of ESSA (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.Communication is provided in English & Spanish, via newsletters when possible, handbooks, website, formal & informal meetings (Title I Parent, etc.) regarding what parents can expect from the school—its programs, curriculum, activities, achievement, & policies; Bi-weekly reports are provided regarding how the child is progressing academically & behaviorally; parent trainings, workshops, & family nights are provided in order to assist parents help their child at home.

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.).We maintain contact with families of preschoolers via phone or face-to-face & contact with preK to develop a relationship prior to school entry; Scheduled visits to the kindergarten in the spring; provide home-learning activities for the summer months & information to parents on kindergarten registration guidelines & offer early registration. Counselor provides lessons on transitions & magnet school.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.We use a PLC model of shared decision making. Grade levels set norms & meeting protocols, establish a weekly agenda & meet to address student achievement by analyzing common formative assessments & student work. The teams establish goals & Indicators for each core subject. Teachers establish goals tailored to meet the specific needs of each student.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsAll funds provided to the school were used in creating the SPP. Title I funds provided instructional supplies, extra hours for aides, technology & software, release time for coaching & professional development, & family engagement materials & supplies. Title I plan funds provide Certified Temporary Tutors for reaching struggling students through interventions and the RTI process.



Plan for improving the school climate

Goal:Decrease the percentage of students who report completely true (16.5% to 11.5%) or mostly true (14.7% to 9.7%) to the learning attitudes statement, "My intelligence is something that I can't change very much" on the District-wide survey results.

Action Plan: How will this plan improve the school climate?Daily focus on the word yet, Y.E.T. : Yes Everything's Teachable; Students will look at their data after each MAP assessment to focus on student strengths, share what they don't have "YET", so that they can get better in that area; Create YET posters to support the school-wide language plan of utilizing the word; Add video support on the growth mindset to our MTSS folder.

Monitoring Plan: How will you track the implementation of this plan?On a monthly basis, work with 10 random students and ask them the learning attitude statement; work with grade levels during PLC to see where YET is being utilized in the daily lessons; we will here YET language during classroom walk-through.

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?2020 District-wide survey



APPENDIX A - Professional Development Plan

1.1Teachers will receive coaching and direct instruction on effective instructional practices utilizing: 1) Vertical Alignment during morning meetings, SBCT, 8 hours for each teacher to vertically and grade level plan, and PLC 2) Student Goal Setting (Classroom Teacher/CTT driven; MAPS, RCBM, MCOMP, Sight Words) 3) Refresh Phonics strategies, Fluency, Comprehension, and Thinking Maps 4) Read By Three Professional Development to include RTI 5) Academic language instruction from SBAC, MAP, and NVACS 6) Whole group instruction based on SBAC Interim Assessment Blocks and MAP practice questions. 7) Utilize common language for engagement strategies such as Kagan and Thinking Maps and additional supplemental materials to differentiate instruction to support MTSS implementation 8) Intervention instruction during specific instructional time (CTTs, Support Staff, Prep Buy) 9) PLC data analysis based on MAP and Performance Tasks 10) Collaboration with ANET (Team will assist and support staff with analyzing data and curriculum implementation) 11) Utilizing Notice & Note and Reading Nonfiction in classroom instruction 12) Utilizing Open Court and Writing from the Beginning in classroom templates, routines, and procedures into planning the components of an effective lesson and daily instruction.

Goal 1 Additional PD Action Step (Optional)

2.1Teachers will receive coaching and direct instruction on effective instructional practices utilizing: 1) Vertical Alignment during morning meetings, SBCT, 8 hours for each teacher to vertically and grade level plan, and PLC 2) Refresh Phonics strategies, Fluency, Comprehension, and Thinking Maps 3) Read By Three Professional Development to include RTI 4) Academic language instruction from SBAC, MAP, and NVACS 5) Whole group instruction based on SBAC Interim Assessment Blocks and MAP practice questions. 6) Utilize common language for engagement strategies and supplemental materials to differentiate instruction to support MTSS implementation 7) Intervention instruction during specific instructional time (CTTs, Support Staff, Prep Buy) 8) PLC data analysis based on MAP and Performance Tasks


3.1Teachers will participate in: 1.Social and Emotional training, cultural competency training and ALCA model training through Cohort B. 2. MTSS-B implementation (Lesson planning, Common Language, PD on MTSS-B and infinite campus) 3. Sanford Harmony




APPENDIX B - Family Engagement Plan

1.21) Five Family Nights: Literacy Night, Bike Rodeo, STEAM Night, Data Night, Choir 2) Use of Facebook, website, and newsletters to communicate with families

Goal 1 Additional Family Engagement Action Step (Optional)

2.21) Five Family Nights: Literacy Night, Bike Rodeo, STEAM Night, Data Night, Choir 2) Use of Facebook, website, and newsletters to communicate with families


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase the percent of all students proficient in ELA from 36.7% to 59.2% by 2020 and to 61.2% by 2021 as measured by state summative assessments.

Measurable Objective(s):

Increase the percent of all students above the 58th percentile in reading from 32% to 46% (Winter) and from X% to Y% (Spring) as measured by MAP Growth Assessments.

StatusN/A

Comments:

1.1 Professional Development:1.2 Family Engagement:1.3 Curriculum/Instruction/Assessment:1.4 Other: Instructional Priority: Teachers will center each ELA lesson around a high quality text and ask questions that address the analytical thinking required by the grade level standards. Students will spend the majority of their time reading, writing, and talking about text.

Mid-Year End-of-Year

1.1

Teachers will receive coaching and direct instruction on effective instructional practices utilizing: 1) Vertical Alignment during morning meetings, SBCT, 8 hours for each teacher to vertically and grade level plan, and PLC 2) Student Goal Setting (Classroom Teacher/CTT driven; MAPS, RCBM, MCOMP, Sight Words) 3) Refresh Phonics strategies, Fluency, Comprehension, and Thinking Maps 4) Read By Three Professional Development to include RTI 5) Academic language instruction from SBAC, MAP, and NVACS 6) Whole group instruction based on SBAC Interim Assessment Blocks and MAP practice questions. 7) Utilize common language for engagement strategies such as Kagan and Thinking Maps and additional supplemental materials to differentiate instruction to support MTSS implementation 8) Intervention instruction during specific instructional time (CTTs, Support Staff, Prep Buy) 9) PLC data analysis based on MAP and Performance Tasks 10) Collaboration with ANET (Team will assist and support staff with analyzing data and curriculum implementation) 11) Utilizing Notice & Note and Reading Nonfiction in classroom instruction 12) Utilizing Open Court and Writing from the Beginning in classroom templates, routines, and procedures into planning the components of an effective lesson and daily instruction.

N/A

Progress

Barriers

Next Steps



1.2 1) Five Family Nights: Literacy Night, Bike Rodeo, STEAM Night, Data Night, Choir 2) Use of Facebook, website, and newsletters to communicate with families N/A

Progress

Barriers

Next Steps

1.3

Teachers will receive coaching and direct instruction on effective instructional practices utilizing: 1) Vertical Alignment during morning meetings, SBCT, 8 hours for each teacher to vertically and grade level plan, and PLC 2) Refresh Phonics strategies, Fluency, Comprehension, and Thinking Maps 3) Read By Three Professional Development to include RTI 4) Academic language instruction from SBAC, MAP, and NVACS 5) In grades 3-5 deliver rigorous tier one instruction based on SBAC Interim Assessment Blocks and MAP practice questions. 6) Utilize common language for engagement strategies such as Kagan and Thinking Maps and additional supplemental materials to differentiate instruction to support MTSS implementation. 7) Intervention instruction during specific instructional time (CTTs, Support Staff, Prep Buy) 8) PLC data analysis based on MAP and Performance Tasks 9) Extended School Day additional instruction 10) Implementation of Open Court Reading (K-3) and Complex Text (K-5) 11) Implementation of Write from the Beginning (K-5) 12) Utilize PLC time to plan for rigorous tier one instruction and grade-level appropriate common assessments and scoring guides 13) Utilize PLC time to determine quarterly and long-range curriculum goals

N/A

Progress

Barriers

Next Steps

1.4

Teachers will create unit plans that incorporate performance tasks and SBAC aligned constructed response questions Teachers will internalize texts before teaching in order to identify aspects that require additional support. Teachers will write solid, standards-aligned text dependent questions Teachers will apply Kagan and Thinking maps to curriculum texts Teachers will apply phonics and fluency strategies to complex text

N/A

Progress

Barriers



Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Increase the percent of all students proficient in math from 22.3% to 51.1% by 2020 and to 53.5% by 2021 as measured by state summative assessments.


Increase the percent of all students above the 58th percentile in math from 15.49% to 32% (Winter) and from X% to Y% (Spring) as measured by MAP Growth Assessments.

StatusN/A

Comments:

2.1 Professional Development:2.2 Family Engagement:2.3 Curriculum/Instruction/Assessment:2.4 Other: Teachers will plan lessons that focus on grade level standards and intentionally address the aspect of rigor called for by the standard being addressed. Students have multiple opportunities to work with and practice grade level problems and teachers foster and support productive struggle.


2.1

Teachers will receive coaching and direct instruction on effective instructional practices utilizing: 1) Vertical Alignment during morning meetings, SBCT, 8 hours for each teacher to vertically and grade level plan, and PLC 2) Refresh Phonics strategies, Fluency, Comprehension, and Thinking Maps 3) Read By Three Professional Development to include RTI 4) Academic language instruction from SBAC, MAP, and NVACS 5) Whole group instruction based on SBAC Interim Assessment Blocks and MAP practice questions. 6) Utilize common language for engagement strategies and supplemental materials to differentiate instruction to support MTSS implementation 7) Intervention instruction during specific instructional time (CTTs, Support Staff, Prep Buy) 8) PLC data analysis based on MAP and Performance Tasks

N/A

Progress

Barriers

Next Steps

2.2 1) Five Family Nights: Literacy Night, Bike Rodeo, STEAM Night, Data Night, Choir 2) Use of Facebook, website, and newsletters to communicate with families N/A



Progress

BarriersNext Steps

2.3

Math Specific tasks: 1) Number talks 2) Whole group instruction based on SBAC Interim Assessment Blocks to include performance task and multi-step mathematical problems and MAPS practice questions 3) Extended School Day additional instruction Teachers will receive coaching and direct instruction on effective instructional practices utilizing: 1) Vertical Alignment during morning meetings, SBCT, 8 hours for each teacher to vertically and grade level plan, and PLC 2) Student Goal Setting (School Counselor driven) 3) Refresh Phonics strategies, Fluency, Comprehension, and Thinking Maps 4) Read By Three Professional Development to include RTI 5) Academic language instruction from SBAC, MAP, and NVACS 6) Whole group instruction based on SBAC Interim Assessment Blocks and MAP practice questions 7) Utilize common language for engagement strategies and supplemental materials to differentiate instruction to support MTSS implementation 8) Intervention instruction during specific instructional time (CTTs, Support Staff, Prep Buy) 9) PLC data analysis based on MAP and Performance Tasks

N/A

Progress

Barriers

Next Steps

2.4

Teachers will plan lessons that target grade level standards Teachers will plan lessons that include instructional strategies that intentionally address the aspect of rigor called for by the standard being addressed Teachers will incorporate Kagan and Thinking maps to into math lessons Teachers will ensure student work consists of grade level problems Teachers will plan questions or prompts that foster and support productive struggle

N/A

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:Increase staff members' knowledge and skills related to Social and Emotional awareness in order to best meet the instructional needs of diverse learners while analyzing referral incidents to reduce any disproportional behavioral data.


By June 2019, 100% of teachers will participate in Social Emotional training as provided by administration and designated staff.By May 2020, 100% of staff will be proficient in tracking minor and major behaviors in Infinite Campus.

StatusN/A

Comments:

3.1 Professional Development:3.2 Family Engagement:3.3 Curriculum/Instruction/Assessment:3.4 Other:


3.1 Teachers will participate in: 1.Social and Emotional training, cultural competency training and ALCA model training through Cohort B. 2. MTSS-B implementation (Lesson planning, Common Language, PD on MTSS-B and infinite campus) 3. Sanford Harmony N/A

Progress

Barriers

Next Steps

3.2 N/A

Progress



Barriers

Next Steps

3.3 N/A

Progress

Barriers

Next Steps

3.4 N/A

Progress

Barriers

Next Steps



Documents

School Performance Plan - Clark County School … › schools › school-performance-plans › pdfs2019 › ...School Performance Plan School Name Antonello, Lee ES Address (City,