School Performance Plan - Desert Rose High School SPP… · 17.04.2017 · School Performance Plan ... 2.2 All instructional staff develops unit/lesson plans based on student assessment

School Performance Plan

School NameDesert Rose HS

Address (City, State, Zip Code, Telephone):444 W Brooks Ave

N Las Vegas, NV 89030, (702) 799-6240

Superintendent/Assistant Chief: Pat Skorkowsky / Deanna Kowal Jaskolski

For Implementation During The Following Years: 2017-2018

The Following MUST Be Completed:

Title I Status: Served

Designation: Focus School

Grade Level Served: High School

Classification: 1 Star

NCCAT-S: Review

*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 PositionMarie McKoy Parent Nicholas Christiansen Strategist

Dawn Wenshutonis Teacher Zandra Oshinski CounselorRaquel Grzimek Teacher Roy Addington Teacher

Janice Polley-Augente Principal Michael Merced CoordinatorAlan Chow Teacher Patricia Lee Teacher

Chris Kindred Department Chairperson Charles Thompson TeacherPatricia Sloper Counselor Karen Gayden Learning Strategist

Nevada Department of Education Desert Rose HS 2017-2018Clark County School District

Last Date Review/Revised By Planning Team - 02/22/2017 Page 1 Nevada Department of Education - June 2017

Bruce Nelson Department Chair Richard Mathias TeacherLeyla Placzkiewicz Department Chairperson



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)Stakeholder Survey Information NA NANevada Comprehensive Audit Tool for Schools (NCCAT-S) NA NANA NA NANA NA NAOther: EOY Report Other: EOY Report Other: EOY ReportOther: CCSD Data Lab Other: NEVADA REPORT CARD Other: NEVADA REPORT CARD

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.Although the majority of our students are 5th year seniors and are no longer included in the cohort report, we want to continue to serve students who have no other options for a quality high school education. Although the majority of our students do not fit into the graduation formula, Desert Rose does accept students from 16 - 18 years of age. These students are the focus of the statistics being given. Based on comparison 2014-2015 attendance further decreased from 66.4% to 64%. For 2015-2016 the ADA increased from 64% to 67.85%. In 2014, there were 106 students enrolled in Desert Rose High School and 61 students graduated. In 2015 there were 329 High School with 53 graduated students. In 2016, there were 339 students with 46 graduates. According to the 2015 End-of-Year Report, the ELL population increased from 115 to 303. The ELL population for 2016 totaled 103 students. The population of IEP students increased from 95 to 141 in 2015 and remains at 113 students for 2016. Additionally, DRHS has hosted monthly parent meetings and ongoing community stakeholder meetings to come and communicate their ideas, insights and overall perspective about the Desert Rose program. Through the use of a DRHS-created survey tool the community members in attendance were asked to provide feedback related to the new information that they had been given. Insights obtained from ongoing surveys, student focus groups and staff input need to support the students who are homeless and/or aging out of the foster care system, transportation, food, high stakes testing preparation and the student's lack of essential basic entry level job skills. Further, DRHS conducted additional teacher and staff surveys, Infinite Campus reports and a comprehensive review of the NCCAT to identify additional needs. This information will drive the development and focus of the SPP.

The DRHS Leadership team conducted a NCCAT-S audit in winter of 2017. The team concluded the following Indicators to be a focus in the 2017-18 School Performance Plan: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. 2.2 All instructional staff develops unit/lesson plans based on student assessment results and adjusts instruction accordingly.



HIGH SCHOOL GRADUATION RATES

If you serve high school graduation seniors you must fill in the graduation rates for all subpopulations.

Subpopulation Percentage of Students☐AM In/Ak Native -

☐ Asian -

☑ Black 13.33%

☑ Hispanic 11.04%

☐ Two or More Races -

☐ Pacific Islander -

☐ White -

☑ FRL 13.98%

☐ IEP -

☐ELL -

NOTES:These percentages come from the Nevada Report Card and lag a year as reported on the NSPF. They reflect data from the class of 2016.Overall graduation rate for class of 2016 is 14.11%.- above indicates an n-count too low for data to be provided.



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 number of standard diploma graduates for the 2017-2018 school year.

Root Causes:Many students enroll in Desert Rose HS credit deficient due to attendance and academic reasons and are unable to graduate with their 4 year cohort. Tier 1 instruction needs to be more closely aligned to the Nevada Academic Content Standards to help the students catch up and graduate in their cohort.

Measurable Objective 1:Increase the percent of students credit sufficient in math to 35% by June 2018 as measured by the High School Cohort Visualization Tool.

Measurable Objective 2:Increase the percent of students credit sufficient in ELA to 38% by June 2018 as measured by the the High School Cohort Visualization Tool.

Measurable Objective 3:Increase the percent of regular cohort students credit sufficient to 20% by June 2018 as measured by the High School Cohort Visualization Tool.

Monitoring Status

On Task

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: Yes NCCAT-S Indicators: 1.1, 1.2, 1.3, 1.5



1. Outside Consultants or CCSD personnel to assist the teacher in the classroom and provide PD to teachers to strengthen the design of Tier 1 instruction aligned to standards, meet the needs of diverse learners, and focus on instructional strategies to strengthen Tier 1 instruction. (NDE T.O.A.: Tier 1) 2. Professional Development prep buy-out salary to be offered on an ongoing as needed basis for 55 teachers to focus on instructional strategies to strengthen Tier 1 instruction. (NDE T.O.A.: Tier 1) 3. Probationary teachers will receive assistance from CCSD Learning Strategists a minimum of twice quarterly. (NDE T.O.A.: Tier 1)

1. Outside Consultant -Victory ($12,000.00); 2. Prep buyout for Professional Development- 1003a ($28,000.00); 3. Learning Strategist - 1003a ($69,000 with fringe benefits)

1. Sign-in sheets, agendas or other materials distributed during classroom observations and trainings . 2. Weekly sign-in sheets and agendas for scheduled PD trainings. 3. Completed lesson plans and sign-in sheets.

1. Admin. -weekly trainings from September 2017 to June 2018, 2. OS II collects weekly sign in sheets and agendas from September 2017 - June 2018. 3- Learning Strategist - quarterly collection of data from September 2017, November 2017, March 2018 and June 2018 other materials distributed during meetings.

On Task

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: 1.1, 1.2,1.3,1.5

1. FAFSA Night and College & Career Fair presented by counselors and DRHS leaders twice a year for family engagement, family support for students applying for FAFSA. 2. Parents will be provided booklets from the Parenting Institute. Parent Engagement Program 3. Parent monthly meeting at dismissal during the school week to engage and support student needs. 4. Wrap around services: Social Worker to support the following identified needs based on survey results: A) Trauma from frequent moving, B) Transportation/ attendance, C) Physical and mental health counseling and connecting resources, D) Behavioral and identity issues as well as other related personal concerns and educational related services. 5. Administrators will supervise and lead various activities for parents during family nights.

1. Parent involvement nights -Licensed-extra duty ($1,600), Counselor ($100,575 with fringe benefits) Victory Grant 9(a)); 2. Parenting booklets $343.50 (Title I); 3. Refreshments provided on afternoon training ($2000) for parents (Victory grant 9(c)), teacher extra duty pay $10,000 (Victory grant 9 (c)) and Learning Strategist (1003(a)). 4. Social Worker ($50,000 with fringe benefits) Counselor ($100,575 with fringe benefits) (Victory grant 9(a)); 5. Administrator (5,000 annual stipend) (Victory grant 9(a))

1. Agenda and Sign-in sheets 2. Parent receipts 3. Agenda and Sign-in sheets 4. Social Worker log 5. Agendas and sign-ins

1. Counselors December 2017 and March 2018 2. Counselors September 2017 - June 2018 3. Admin, Learning Strategist and Teachers - Monthly - September 2017 - June 2018 4. Social Worker - Monthly to OSII - September 2017 - June 2018 5. Administrator - to OSII - October 2017 and May 2018

On Task

Comments:

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

YesNCCAT-S Indicators: 1.1, 1.2,1.3,1.5



1. Summer School Academy; 2. Technology assessments for students will be used by teachers to inform instruction- Renaissance and A+ (NDE T.O.A.: Tier 1); 3. 3-D Core Curriculum and CTE virtual lab, skills assessment, and instruction. (NDE T.O.A.: Tier 1) 4. Teachers implement strategies learned during PLC meetings, Tier 1 instruction aligned to standards and strategies to help students meet standards. (NDE T.O.A.: Tier 1, PLC) 5. ELL Mango support licenses providing supplemental language instruction to ELL students. 6. Tutoring for after school and Saturdays - boot camp 7. Development of a reading and math Rti program utilizing supplemental software such as Reading Horizons, with supporting internet hosting fees in support of Reading Center. (NDE T.O.A.: Tier 1) 8. Effective teachers will receive additional pay. (NDE T.O.A.: Tier 1)

1. Summer School Academy: Add-on Days for teachers - Victory grant 8(c)($29,700.00) 2. Renaissance Assessments - Title I ($13,000) 3. Z Space lab - Title I ($50,000) 4. Ongoing prep buyouts for teacher training and teacher leader prep buyouts Victory- ($18,000) 5. Mango - Title I ($3,000) 6. Tutoring- Victory School ($7,000) 7. Reading Center Software- Title I ($29,408.00) 8. Recruitment and Retention Incentive- Victory grant 8(f) ($43,250)

1. Master Schedule 2. Student assessment results 3. Administration - Math and Science lesson plans 4. Administration - Quarterly lesson plans 5. Administratioin- Quarterly ELL lesson plans 6. Administration- Lesson Plans and Sign in sheets 7. Software contracts, development of curriculum and lesson plans 8. Form 168 requesting data

1. Administration - June 2018 -Master Schedule 2. OS II - Weekly -Student assessment results 3. Administration - quarterly - September 2017, December 2017, March 2018 and June 2018 4. Admin - quarterly - September 2017, December 2017, March 2018 and June 2018. 5. Admin - quarterly - September 2016, December 2016, March 2017 and June 2017. 6. Admin- quarterly - after each boot camp 7. Data Coordinator - monthly 8. Office manager and OSI completion of 168's

On Task

Comments:

1.4 Other (Optional)Continuation From Last Year:

YesNCCAT-S Indicators: 1.1,1.2,1.3,1.5

1. Administration, social worker, school counselor and learning strategist will collaborate to ensure appropriate student goals. (NDE T.O.A.: Tier 1) 2. Data analysis will address student cohort data, attendance, trends toward graduation and provide data to the PLCs. (NDE TOA: Tier 1) 3. Bus passes will be available to all full time students and distributed based upon attending 16 out of 20 days. Victory grant ($67,000.00) 4. Development of a mentor program to assist with the academic and social growth of students. Victory ($2,000)

1.Learning/Data Strategist -1003(a) ($69,000.00 with benefits), Victory Grant Counselor ($100,575.00 with benefits), Student Dean Victory grant ($80,000 with benefits), Social Worker - Victory grant ($50,000.00 with benefits) 2. Data/Learning Strategist - 1003(a) ($69,000 with fringe benefits) 3. RTC bus passes purchased - Victory grant ($67,000). 4. Food, awards, publication - Victory grant ($2,000)

1. Student contact lists and other administrative requested documents. 2.. Data lab analysis of student cohort data, attendance and graduation trends. 3. Contracts signed by students and monthly attendance data. 4. Collection of meeting agendas and sign in sheets.

1. Admin and strategist will review HS Cohort Visualizations data quarterly- October 2017, January 2018, March 2018, May 2018 2. Administrators will review data monthly; Sept 2017-June 2018 3. OS II and Victory School Counselor will track data; August 2017 - June 2018. 4. OS II and Theme Coordinator collection of agendas, sign in sheets and minutes ; Ongoing August 2017 - June 2018.

On Task

Comments:





Priority Need/Goal 2:Increase the number of students completing Career and Technical Education (CTE) courses each year.

Root Causes:Students often come to Desert Rose with short term goals to graduate and do not develop long range goals that prepare them to choose a career path that will allow them to complete all levels of CTE instruction.

Measurable Objective 1:Increase the number of students enrolled in all classes in Career Technical Education by 10%.

Measurable Objective 2:Increase the percent of students completing Career Technical Education classes with a B or better by 10%.

Measurable Objective 3:Create a comprehensive pathway in all CTE courses for students to complete the program within a school year.

Monitoring Status

On Task



Resources and Amount Needed

for Implementation(people, time, materials, funding

sources)

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

action step is in progress or has occurred.

List Timeline, Benchmarks,

and Position Responsible

Monitoring

Status

2.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1.1,1.2,1.3,1.51. Counselors will be provided with professional development in working with students to develop career pathways and long range CTE goals. 2. Teachers will receive ongoing instructional techniques training to assist students to matriculate into the next level of the class. 3. Utilize PLC's for creation of a comprehensive accelerated CTE program that will allow students to complete all levels within a shortened period.

1. Weekly PLC Counselor meetings during SBCT. 2. Weekly PLC Teacher meetings during SBCT. 3. Weekly PLC Teacher meetings during SBCT.

1. PD sign in sheets, PLC agendas and sign-in sheets. 2. PLC agendas and sign in sheets. 3. PLC agendas and sign in sheets, completed CTE curriculum.

1. OSII - weekly - August 2017-June 2018 2. OSII - weekly - August 2017 - June 2018 3. OSII - weekly - August 2017 - June 2018

N/A



Comments:

Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position ResponsibleMonitoring

Status

2.2 Family Engagement (Required)Continuation From Last Year:


1. Semi-annual CTE Tour for parents to visit classes and meet teachers. 2. CTE Teachers and Counselors will hold after school meetings once per semester to enhance parent participation.

1. CTE - Teacher extra duty-Victory grant ($1,000.00), refreshments for tours - Victory grant ($500.00) 2. CTE Teacher and Counselor Extra Duty - Victory grant ($1,000.00) Refreshments provided for CTE meetings for parents -Victory grant ($500)

1. Agendas and parent sign in sheets, parent invitations 2. Agenda and parent sign in sheets

1. OSII - November 2017 and March 2018 2. OSII - Monthly September 2017 to June 2018 4. Social Worker and Counselor log - Monthly - September2016 - June 2017

On Task

Comments:

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


1. Teachers implement strategies learned and discussed at PLC meetings, Tier 1 instruction aligned to standards and strategies to help students meet standards. (NDE T.O.A.: Tier 1, PLC) comprehension. 2. Manipulative materials to be available for math, science and reading classrooms. (NDE T.O.A.: Tier 1) 3.After school tutoring for identified students

1. PLC held during SBCT (no cost) 2.Purchase of Manipulative Materials and General Supplies - Victory ($9880) 3.Tutoring services for students before, during lunch and after school - Victory ($20.000).

1. Lesson plans, agendas and Sign-In sheets, administrative observation. 2. Purchase orders and invoices 3. Lesson plans and extra duty timesheets

1. Administration Observation by April 2018 and OSII ongoing collection of data 2017-2018. 2. OS II collection of purchase orders and invoices 3. OS II collection of lesson plans and extra duty sheets

On Task

Comments:

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

Comments:





Priority Need/Goal 3:Increase the percentage of school-based personnel trained in cultural competency.

Root Causes:There is a need for training in the area of cultural competency as evidenced by the District student achievement gap data.

Measurable Objective 1:100% of staff will participate in a mandatory cultural competency professional development session during the 2017-2018 school year as measured by sign-in sheets.

Monitoring Status

On Task



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 Year:

YesNCCAT-S Indicators: 1.1,1.2,1.3,.1.4,1.5

1. Professional development will be offered by outside consultant or CCSD District Personnel to teachers in the areas of Rti, PBIS, Character Education, Impact of Poverty on Learning and Cultural Competency

1.Equity and Diversity Department; Outside Consultant- Victory 8e-($12,000); Extra duty pay for teachers at $22/hr - $15,000 (Victory grant) 3. Prep buy-out at contractual rate for professional development - 1003(a) ($28,000)

1. Agenda, sign-ins, surveys 1. OS II - Monthly- September 2017- June 2018 Agenda, sign-ins, surveys

N/A

Comments:



Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible Monitoring Status

3.2 Family Engagement (Optional) Continuation From Last Year: No NCCAT-S Indicators: N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Optional) Continuation From Last Year: No NCCAT-S Indicators: N/A

Comments:

3.4 Other (Optional) Continuation From Last Year: No NCCAT-S Indicators: N/A

Comments:



COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Interventions

Based on the CNA, identify all that apply:3. Strengthening the school's instructional program

Root Causes:Tier 1 instruction needs to be more closely aligned to the Nevada Academic Content Standards to help the students participate with the ACT, EOC and earn credits to graduate.Measurable Objective 1:Increase the percentage of students participating in the math EOC exam from 51% to 55% by 2018 as measured by the ESD data and the NSPF.Measurable Objective 2:Increase the percentage of students participating in the English EOC from 51% to 55% by 2018 as measured by the ESD data and NSPF.Measurable Objective 3:Increase the number of students graduating with a standard diploma from 46 to 60 or 14.1% to 17% as measured by the Nevada Report Card.

Monitoring Status

On Task



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

4.1 Professional Development (Required)Continuation From Last Year:

YesNCCAT-S Indicators: 1.1, 1.2, 1.3

1.Teachers will receive embedded Professional Development from CCSD personnel and outside resources with the focus being to strengthen Tier 1 instruction. Teachers will also collaborate in PLC meetings where data will be presented, discussed, and analyzed with Learning and Data Strategists. The creation of lessons and assessments aligned with the Nevada Academic Content Standards will take place during PLC meetings.

1. Prep buyout - PLC meetings during SBCT - no cost and utilization of Data/Learning Strategist - 1003(a) ($69,000)

Agendas from PD and PLC meetings, lesson plans, assessments

Administrative review and OS II collection of data for August 2017 - June 2018

N/A

Comments:

Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible Monitoring Status

4.2 Family Engagement (Optional) Continuation From Last Year: No NCCAT-S Indicators:



On Task

Comments:

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

Comments:

4.4 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 I $145,950.00Title I will supplement the Tier I instruction and Blended Learning culture of Desert Rose by paying for reading software (Read 180 and A+), a Z Space lab, Renaissance software for formative assessment and additional professional development

Goals 1 and 2

1003(a) $128,629 (pending) School Improvement will pay the salary of one Data/Learning Strategist and professional buy out funds for PLC's and PD. Goals 1, 2 and 3

ESD High School budget $74,014.00 (pending) The high school budget pays for the daily operation of the school including facility expenses, printing, general supplies, technology, library services, custodial supplies, staff development, etc. Goals 1, 2 and 3

Victory School grant $491,057.67 (pending)The Victory grant will provide supplemental positions such as a Social Worker, Attendance Counselor and Dean to provide support with attendance, classroom management and wraparound services. Other services such as PD, PLC's, general supplies, mentor program and field trips are covered.

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.Well-articulated mission to provide educational opportunities for a culturally diverse student body in school and beyond. Administration recruits staff who fit the school's mission. Teachers and other staff members also recruit through word of mouth. Teacher turnover is not a concern at Desert Rose HS. The Human Resource Department is on the lookout for teachers who fit the mission of Desert Rose. We also look for multiple backgrounds in candidates.

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.We provide a series of family activities, including Harvest Fest, and the Open House. In addition, we have family members on the Title I committee and a financial aid workshop. All information is delivered in English and Spanish. Notifications for parents regarding school events, policies, and grades are posted on the website and Infinite Campus. There are regular announcements each morning.

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.).As students finish task sheets, they move into new classes. Transitions are constant at Desert Rose. Upon exhibiting competency through the completion of task sheets, students are self pacing through the curriculum that allow them to make major moves through the courses and to college, military, or work. Financial aid workshops, visits to campuses, and schoolwide career days are offered throughout the year to advertise options for college and career.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Teachers make daily decisions about instruction based on assessment data. They deliver lessons based on the assessment data. PLC's take place to incorporate effective strategies that are revealed through assessment data.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsThe administration assures that services at all levels are integrated and included in the school improvement plan.



APPENDIX A - Professional Development Plan

1.11. Outside Consultants or CCSD personnel to assist the teacher in the classroom and provide PD to teachers to strengthen the design of Tier 1 instruction aligned to standards, meet the needs of diverse learners, and focus on instructional strategies to strengthen Tier 1 instruction. (NDE T.O.A.: Tier 1) 2. Professional Development prep buy-out salary to be offered on an ongoing as needed basis for 55 teachers to focus on instructional strategies to strengthen Tier 1 instruction. (NDE T.O.A.: Tier 1) 3. Probationary teachers will receive assistance from CCSD Learning Strategists a minimum of twice quarterly. (NDE T.O.A.: Tier 1)

Goal 1 Additional PD Action Step (Optional)

2.11. Counselors will be provided with professional development in working with students to develop career pathways and long range CTE goals. 2. Teachers will receive ongoing instructional techniques training to assist students to matriculate into the next level of the class. 3. Utilize PLC's for creation of a comprehensive accelerated CTE program that will allow students to complete all levels within a shortened period.


3.11. Professional development will be offered by outside consultant or CCSD District Personnel to teachers in the areas of Rti, PBIS, Character Education, Impact of Poverty on Learning and Cultural Competency


4.11.Teachers will receive embedded Professional Development from CCSD personnel and outside resources with the focus being to strengthen Tier 1 instruction. Teachers will also collaborate in PLC meetings where data will be presented, discussed, and analyzed with Learning and Data Strategists. The creation of lessons and assessments aligned with the Nevada Academic Content Standards will take place during PLC meetings.

Intervention Additional PD Action Step (Optional)



APPENDIX B - Family Engagement Plan

1.21. FAFSA Night and College & Career Fair presented by counselors and DRHS leaders twice a year for family engagement, family support for students applying for FAFSA. 2. Parents will be provided booklets from the Parenting Institute. Parent Engagement Program 3. Parent monthly meeting at dismissal during the school week to engage and support student needs. 4. Wrap around services: Social Worker to support the following identified needs based on survey results: A) Trauma from frequent moving, B) Transportation/ attendance, C) Physical and mental health counseling and connecting resources, D) Behavioral and identity issues as well as other related personal concerns and educational related services. 5. Administrators will supervise and lead various activities for parents during family nights.

Goal 1 Additional Family Engagement Action Step (Optional)

2.21. Semi-annual CTE Tour for parents to visit classes and meet teachers. 2. CTE Teachers and Counselors will hold after school meetings once per semester to enhance parent participation.


3.2


4.2

Intervention Additional Family Engagement Action Step (Optional)



APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase the number of standard diploma graduates for the 2017-2018 school year.

Measurable Objective(s):

Increase the percent of students credit sufficient in math to 35% by June 2018 as measured by the High School Cohort Visualization Tool.Increase the percent of students credit sufficient in ELA to 38% by June 2018 as measured by the the High School Cohort Visualization Tool.Increase the percent of regular cohort students credit sufficient to 20% by June 2018 as measured by the High School Cohort Visualization Tool.

StatusOn Task

Comments:

1.1 Professional Development:1.2 Family Engagement:1.3 Curriculum/Instruction/Assessment:1.4 Other:

Mid-Year End-of-Year

1.1

1. Outside Consultants or CCSD personnel to assist the teacher in the classroom and provide PD to teachers to strengthen the design of Tier 1 instruction aligned to standards, meet the needs of diverse learners, and focus on instructional strategies to strengthen Tier 1 instruction. (NDE T.O.A.: Tier 1) 2. Professional Development prep buy-out salary to be offered on an ongoing as needed basis for 55 teachers to focus on instructional strategies to strengthen Tier 1 instruction. (NDE T.O.A.: Tier 1) 3. Probationary teachers will receive assistance from CCSD Learning Strategists a minimum of twice quarterly. (NDE T.O.A.: Tier 1)

N/A

Progress

Barriers

Next Steps



1.2

1. FAFSA Night and College & Career Fair presented by counselors and DRHS leaders twice a year for family engagement, family support for students applying for FAFSA. 2. Parents will be provided booklets from the Parenting Institute. Parent Engagement Program 3. Parent monthly meeting at dismissal during the school week to engage and support student needs. 4. Wrap around services: Social Worker to support the following identified needs based on survey results: A) Trauma from frequent moving, B) Transportation/ attendance, C) Physical and mental health counseling and connecting resources, D) Behavioral and identity issues as well as other related personal concerns and educational related services. 5. Administrators will supervise and lead various activities for parents during family nights.

N/A

Progress

Barriers

Next Steps

1.3

1. Summer School Academy; 2. Technology assessments for students will be used by teachers to inform instruction- Renaissance and A+ (NDE T.O.A.: Tier 1); 3. 3-D Core Curriculum and CTE virtual lab, skills assessment, and instruction. (NDE T.O.A.: Tier 1) 4. Teachers implement strategies learned during PLC meetings, Tier 1 instruction aligned to standards and strategies to help students meet standards. (NDE T.O.A.: Tier 1, PLC) 5. ELL Mango support licenses providing supplemental language instruction to ELL students. 6. Tutoring for after school and Saturdays - boot camp 7. Development of a reading and math Rti program utilizing supplemental software such as Reading Horizons, with supporting internet hosting fees in support of Reading Center. (NDE T.O.A.: Tier 1) 8. Effective teachers will receive additional pay. (NDE T.O.A.: Tier 1)

N/A

Progress

Barriers

Next Steps

1.4

1. Administration, social worker, school counselor and learning strategist will collaborate to ensure appropriate student goals. (NDE T.O.A.: Tier 1) 2. Data analysis will address student cohort data, attendance, trends toward graduation and provide data to the PLCs. (NDE TOA: Tier 1) 3. Bus passes will be available to all full time students and distributed based upon attending 16 out of 20 days. Victory grant ($67,000.00) 4. Development of a mentor program to assist with the academic and social growth of students. Victory ($2,000)

N/A

Progress

Barriers



Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Increase the number of students completing Career and Technical Education (CTE) courses each year.


Increase the number of students enrolled in all classes in Career Technical Education by 10%.Increase the percent of students completing Career Technical Education classes with a B or better by 10%.Create a comprehensive pathway in all CTE courses for students to complete the program within a school year.

StatusOn Task

Comments:



2.1

1. Counselors will be provided with professional development in working with students to develop career pathways and long range CTE goals. 2. Teachers will receive ongoing instructional techniques training to assist students to matriculate into the next level of the class. 3. Utilize PLC's for creation of a comprehensive accelerated CTE program that will allow students to complete all levels within a shortened period.

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2.2 1. Semi-annual CTE Tour for parents to visit classes and meet teachers. 2. CTE Teachers and Counselors will hold after school meetings once per semester to enhance parent participation. N/A

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2.31. Teachers implement strategies learned and discussed at PLC meetings, Tier 1 instruction aligned to standards and strategies to help students meet standards. (NDE T.O.A.: Tier 1, PLC) comprehension. 2. Manipulative materials to be available for math, science and reading classrooms. (NDE T.O.A.: Tier 1) 3.After school tutoring for identified students

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2.4 N/A

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Priority Need/Goal 3Priority Need/Goal 3:Increase the percentage of school-based personnel trained in cultural competency.


100% of staff will participate in a mandatory cultural competency professional development session during the 2017-2018 school year as measured by sign-in sheets.

StatusOn Task

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3.1 1. Professional development will be offered by outside consultant or CCSD District Personnel to teachers in the areas of Rti, PBIS, Character Education, Impact of Poverty on Learning and Cultural Competency N/A

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3.2 N/A

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3.3 N/A

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3.4 N/A

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Priority Need/InterventionsPriority Need/Interventions:3. Strengthening the school's instructional program Measurable Objective(s):

Increase the percentage of students participating in the math EOC exam from 51% to 55% by 2018 as measured by the ESD data and the NSPF.Increase the percentage of students participating in the English EOC from 51% to 55% by 2018 as measured by the ESD data and NSPF.Increase the number of students graduating with a standard diploma from 46 to 60 or 14.1% to 17% as measured by the Nevada Report Card.

StatusOn Task

Comments:



4.1

1.Teachers will receive embedded Professional Development from CCSD personnel and outside resources with the focus being to strengthen Tier 1 instruction. Teachers will also collaborate in PLC meetings where data will be presented, discussed, and analyzed with Learning and Data Strategists. The creation of lessons and assessments aligned with the Nevada Academic Content Standards will take place during PLC meetings.

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4.2 N/A

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4.3 N/A

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4.4 N/A

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Documents

School Performance Plan - Desert Rose High School SPP… · 17.04.2017 · School Performance Plan ... 2.2 All instructional staff develops unit/lesson plans based on student assessment