School Performance Plan

School Performance Plan

School NameVegas Verdes ES

Address (City, State, Zip Code, Telephone):4000 El Parque Ave

Las Vegas, NV 89102-3812, (702) 799-5960

Superintendent/Assistant Chief: Pat Skorkowsky / Jeffrey Geihs

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Elementary

Classification: 2 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 PositionMyriam Maldonado Parent John S. Haynal Principal

Kelly Grondahl Assistant Principal Molly Burford First GradePaola Vladoiu Second Grade Dawn Grunwald Third Grade

Stephanie Bugash Fourth Grade Dara Marino Fifth GradeChristy Parry Counselor Jennifer Somma Communities in Schools

Nevada Department of Education Vegas Verdes ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/07/2016 Page 1 Nevada Department of Education - June 2016

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)Teacher/Administrator Observation Data Achievement Gap Data Achievement Gap DataStakeholder information Family Engagement Data Family Engagement DataNevada Comprehensive Audit Tool for Schools (NCCAT-S) Teacher/Administrator Observation Data Teacher/Administrator Observation DataStakeholder Survey Information NA NAOther: CCSD Green and White Reports Other: CCSD Green and White Reports Other: CCSD Green and White ReportsOther: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.2015-2016: Based off of monthly progress monitoring data, Evaluate, Vegas Verdes increased the percent of proficient students in ELA from 5% of students proficient in September, to 56% of students proficient in May. Vegas Verdes also increased the percent of proficient students in Math from 8% of students proficient in September to 71% of students proficient in May. This is an overall growth of 51% in ELA and 63% in math. Vegas Verdes has increased the most out of all Victory and Turnaround Schools. Victory Community Input Meeting held on April 26th had around 20 people attend, and it was decided to hold another meeting to discuss Title 1 and Victory dollars in the morning.

Vegas Verdes Elementary School has had structures and processes in place for school improvement but have lacked fidelity with implementation which in turn has impeded consistent student growth and achievement. Data extrapolated from multiple sources including the NCCAT staff survey cycle (2013-14), External Review Summary for acceptance into the Turnaround Zone (December 2014), the Victory Schools Needs Assessment for both staff and community (July 2015) and summative measures included as part of the Nevada School Performance Framework (years 2012-2014) supported the need for further assistance and funding as a designated Victory School as defined by Nevada Senate Bill No. 432. Parent Input meetings have been held during the month of August with the most recent meeting on site attended by approximately 100 parents. Feedback was very positive and input incorporated within the plan and budget. Various data points were used to identify the effectiveness of the current practices. After review, practices need to be restructured or eliminated to increase effectiveness of instruction. Nevada School Performance Framework for 2013-2014 shows that Vegas Verdes E S had 48.8% of the students proficient in Reading and 48.3% of the students proficient in Math. This is a growth in proficiency of 4.5% in Reading and 4.8% in Math from the prior year's CRT results. Overall AGP for Reading showed a decrease from 42.1 to 32.6 during the 2013-14 year. Proficiency for ELL students in fifth grade decreased during 2014 from 38.5% proficiency to 15.8% proficiency and the Median Growth Percentile (the largest percent of the school’s population) decreased over the three years of 2012-14 from 58 to 42 to 32.



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:District Goal: Increase Grade 3 proficiency rates in reading. School Goal: Increase Grade 5 ELL student proficiency rates in reading.

Root Causes:After analyzing our data, we determined a need for an increased understanding of the NVACS, scaffolding and delivering high leverage instruction and differentiated instruction integrating ELL strategies aligned to the NVACS. A strong emphasis also needs to be placed on use of technology and research-based programs to support precision instruction. There is a need to develop an effective system of intervention to address student needs.

Measurable Objective 1:Increase reading proficiency from 37% (Sept 2016) to 42% (May 2017) and from 40% (October 2016) to 45% (April 2017) as measured by Evaluate.

Measurable Objective 2:Increase the percent of 3rd grade students proficient in reading from 57% to 62%% by 2017 as measured by state assessment (SBAC).

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: 1.4



Teachers will participate in PD on implementing the core literacy framework. PD will be designed utilizing teacher surveys and subgroup data then delivered in differentiated workshops to include the following: Daily 5,project based learning, reading comprehension strategies, instructional strands, flexible differentiated reading instruction (teacher/student tasks), ELL strategies, Reading A-Z, Kagan, Explicit Phonics etc., Teachers will utilize 360 degree cameras to gain coaching feedback on their instruction. Teachers will work with Growth analysts/RTI Interventionists to analyze data to plan for differentiated and flexible groupings. (NDE T.O.A. PLC)

AR Software (TAZ, $6,756.36), i-Ready software and books (TAZ, $7,023.64), Wifi UpGrade, Netbooks & Laptops ($93,300) to allow for differentiated learning utilizing technology. 360 degree cameras 9(d) $36,000, Victory: Kagan coach 8(e) $50,335, Tier III interventionist 9(d) $69,265, 2 RTI teachers 9(d) $104,762, Learning strategist 8(f) $70,616 , Licensed extra duty 8(d)$15,000, PLC Collaboration 8(e) $9,000, Fast Forward 9(d) $4,500, eValuate 8(e) $14,247, Incentive supplies $18,700 9(d)

Agenda, Evaluations, Lesson Plans, Walk Through Data, Common assessments, AIMSweb, Imagine Learning, Fast ForWord, i-Ready, Surveys

RTI Team/Admin: Every six weeks AIMSweb data is analyzed and instructional decisions and strategies are shared. Growth analysts will utilize computer based software data weekly to make instructional decisions to support differentiated learning needs of each student. Classroom teachers will utilize strategies from professional development and from the data obtained through the computer based technology to effectively differentiate for their students. Monthly monitoring by district staff.

N/A

Comments:

Action StepResources and

Amount NeededList Artifacts/Evidence Timeline and Position Responsible

Monitoring

Status

1.2 Family Engagement (Required)Continuation From Last Year:

YesNCCAT-S Indicators: 1.4

Parent Involvement will include Parent Nights/Conferences after Fall and Spring. Community in Schools parent center, Infinite Campus communication. In the fall teachers will share reading strategies during monthly PTO meetings.

Victory: Parent Spanish incentives $1,200 9(b) Communities in Schools 9(a)$17,370

Parent Sign-In Sheets, Teacher agendas, AIMSweb progress monitoring results, eValuate reports, Fast ForWord reports, i-Ready reports.

Aug 2016-June 2017 Admin team ensure professional development occurs and attends RTI meetings with RTI team to analyze and discuss data on a weekly basis. Admin team, lead team, and Growth analysts will meet to further differentiate for staff, student, and site needs. Dec 2016 & January 2017 Princ/Title I Interv Strat/Learning Strat/PZIC/CIS provide workshops to parents Aug 2016-May 2017 Teachers collect monthly/weekly reading log Monthly monitoring by district staff.

N/A

Comments:

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

Year: YesNCCAT-S Indicators: 1.4, 2.4



Implement a system of academic intervention utilizing Intervention by Design, Learning Dynamics, Fast ForWord, Imagine Learning, i-Ready, Explicit Phonics/Corrective Reading to provide early, systematic assistance to all students, IEP, FRL, and ELL students who are having difficulty learning essential language arts essential based on data analysis by the RTI team and growth analysts.

CTT (Title I, $42,900 ),$24,000), AR Software (TAZ, $6,756.36), i-Ready software and books (TAZ, $7,023.64) Grade 5 Instructor (TAZ, $56,300), After school tutoring 8(d) $18,000 Victory: 2 RTI teachers 9(d) $104,762, Tier III interventionist 9(d) $69,265, Instructional supplies 9(d) $18,771, General supplies: 9(d)$42,000, STMath 9(d) $4,100, Learning Dynamics 8(f) $15,000, Classroom leveled books. 8(a) $8,000, Laptops 9(d) $28,000, 36 Netbooks 9(d) $18,000, 100 Chromebooks 9(d) $20,000, Mice, headphones 9(d) $10,800, After school tutoring 8(d) $18,000, 360 degree cameras 9(d) $26,000, Audio enhancement 9(d) $6,000

Weekly data reports utilizing multiple measures and administration observations. AIMsweb, Imagine Learning, Intervention by Design, FastForWord, i-Ready reports and data, eValuate monthly assessments

Aug 2016-June 2017 weekly monitoring of student progress in AIMSweb. Monitoring of IEP, ELL, FRL, Tier 2/3 students Mid (Feb) and End of Year (May) Monitoring CCSD Instructional Coach, PAR, Admin Team, SPED Teachers, Grade Level Teachers, Strategists, Growth Analysts, and Interventionists. Monthly monitoring by district staff.

N/A

Comments:

1.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: Utilize a learning strategist to accelerated the learning of newcomer students.

Victory: Administrative Stipend 8(c) $8,000

Rigby program data Imagine Learning data Learning Strategist Schedule

December 2016 to June 2017 Learning Strategist; Principal

N/A

Comments:





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:Grade level collaboration is not providing a clear understanding of the instructional objectives and delivery of instruction. The site lacked a consistent identifiable research-based intervention to assist students working below grade level, as well as, differentiating for the needs of all students. There is a need for a deeper understanding of the NVACS and strategies to build academic vocabulary, explicit instruction of reading strategies, and strategies for differentiating instruction in Reading and Math. Additional accountability for monitoring student performance data and students taking responsibility of their own learning is needed. (NEPF Standard 4)

Measurable Objective 1:Reduce the math proficiency gap between the District's highest performing subgroup and the schools lower performing ethnic/racial supergroup from 4% to 0% by 2017 as measured by state assessment (SBAC).

Measurable Objective 2:Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 12% to 7% by 2017 as measured by state assessment (SBAC).

Measurable Objective 3:Reduce the reading and mathematics proficiency gap between teh districts highest performing subgroup and students from ELL, IEP and FRL by 5% as measured by school wide formative assessments.

Measurable Objective 4:Increase math proficiency from 34% (Sept 2016) to xx% (May 2017) and from 39% (October 2016) to 41% (April 2017) as measured by Evaluate.

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

Position Responsible

Monitoring

Status



2.1 Professional Development (Required)Continuation From Last

Year: YesNCCAT-S Indicators:

Teachers will participate in PD on implementing and utilizing Everyday Math and Daily 5 designed by a teacher needs assessment survey. Teachers will utilize 360 degree cameras to gain coaching feedback on their instruction. Analysis of student data and subgroup data will be reviewed and professional development will then be delivered in differentiated workshops highlighting how to meet the needs of diverse learning during district-wide staff development days and weekly RTI meetings. (NDE T.O.A. PLC)

PD & Materials: PD & Materials: CCSD Instructional Coach, PAR coach, Lead Team, RTI team, and core reading (Daily 5), writing (Thinking Maps and Write From the Beginning and Beyond), and math (Everyday Math) materials, RTI Interventionists, Kagan. Kagan engagement strategies and Brain-Based Learning, and other needs determined by our needs analysis survey, i-Ready software and books (TAZ, $7,023.64), Victory: 2 Kagan coach 8(e) $50,335, Tier III interventionist 9(d) $69,265, 2 RTI teachers 9(d) $104,762, Instructional coach 8(e)$43,601, Licensed extra duty 8(d)$18,000, Pay for Performance 8(f)$18,500, PLC Collaboration 8(e) $18,000, Fast Forward 9(d) $5,500, Employee Training: 8(e)$22,500, PLC Collaboration 8(e) $9,000, eValuate 8(e) $13,000, Incentive supplies 9(d)$18,700, 360 degree cameras 9(d) $36,000.PD 8(e) $9,000

RTI Meeting Agendas, Evaluations, Lesson Plans, Walk-Through Data, common assessments, AIMsweb, Fast ForWord data, Imagine Learning Reports, i-Ready reports, eValuate, CCSD district assessments

August 2016-June 2017 weekly RTI meetings, District Staff Development Days ( August, September, November, May) Administration, Instructional Coach, SPED Teachers, Kagan Coach, Grade Level Teachers, RTI Team, Learning Strategist, Interventionists, Growth Analysts, Site Math Coordinator (Mid (Feb) and End of Year (May) monitoring Monthly monitoring by district staff.

N/A

Comments:

Action StepResources and Amount

NeededList Artifacts/Evidence Timeline and Position Responsible

Monitoring

Status

2.2 Family Engagement (Required)Continuation From Last Year:

YesNCCAT-S Indicators: 1.4, 2.4

Parent Involvement will include Parent Nights/Conferences after Fall and Spring benchmarks. PSTAPT in December. Community in Schools and regular Infinite Campus Communication. Teachers will present educational strategies shared monthly during PTO meetings.

Victory: Communities in Schools 9(a)($17,370), Parent Spanish Incentives $5,000 9(b)

Parent sign-in sheets, Teacher agendas, AIMsweb results, eValuate assessments

Monthly PTO Meetings (December 2016--May 2017), CCSD Instructional Coach, Lead Team, SPED Teachers, Classroom Teachers and Learning Strategists, Admin Team Monthly monitoring by district staff.

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required)Continuation From

Last Year: NCCAT-S Indicators: 1.4, 2.4



Implement a system of academic intervention used to provide early, systematic assistance to subgroups IEP, FRL, ELL, Tier 2/3 who are having difficulty in reading and math based on data analysis of RTI Team and growth analysts.

PD & Materials: CCSD Instructional Coach, PAR coach, Lead Team, RTI team, and core reading (Daily 5), writing (Thinking Maps and Write From the Beginning and Beyond), and math (Everyday Math) materials. Scholastic Books (PASS, $720), AR Software (TAZ, $6,756.36), Grade 5 Instructor (TAZ, $56,300) Grade Two Instructor (TAZ, 56,300), Grade One Instructor (TAZ, $56,250), Victory: 2 RTI teachers 9(d) $104,762, Tier III interventionist 9(d) $69,265, Instructional supplies 9(d)$18,771, General supplies: 9(d)$40,471, Achieve 3000 9(d) $3,000, STMath 9(d) $4,100. Learning Dynamics 8(f) $12,000, Classroom leveled books. 8(a) $8,000, 9(d) $36,000, Laptops 9(d) $28,000, 36 Netbooks 9(d) $18,000 100 Chromebooks 9(d) $20,000, Mice, headphones 9(d) $10,800, Books and Periodicals: $23,000, Fast Forward 9(d) $4,500, Instructional supplies 9(d) $10,000, After school tutoring 8(d) $15,000

Computer based assessment reports: AIMsweb, ST Math, i-Ready, Fast ForWord, Imagine Learning, eValuate

September 2016-June 2017 weekly RTI Meetings and data analysis. Mid (Feb) and End of Year (May) monitoring by CCSD Instructional Coach, PAR coach, Admin Team, SPED Teachers, Grade Level Teachers Monthly monitoring by district staff.

N/A

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 of staff members as evidenced by the presence of achievement gaps district wide.

Measurable Objective 1:100% of staff will participate in a mandatory cultural competency professional development session during the 2015-2016 school year as measured by sign-in sheets.

Measurable Objective 2:We will reduce the amount of disciplinary suspensions and RPC's in our special education programs by 50%. During the 2014-2015 school year 85% of students that were RPC'd or Suspended were special education students. The total number of students suspended during the 2014-2015 year was four.

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 Position

Responsible

Monitoring

Status

3.1 Professional Development (Required) Continuation From Last Year: NCCAT-S Indicators: The school's Equity and Diversity Education Department Liaison attends trainings and brings back information to staff. Information is shared in staff meetings.

Training materials from Equity and Diversity Education Department Equity and Diversity Education Department Liaison

Staff meeting sign- in sheets, agenda

The principal is responsible for ensuring this action step takes place during the 2016-2017 school year. Equity and Diversity Liaison is responsible for attending professional development quarterly and sharing information with the staff

N/A

Comments:



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

Status

3.2 Family Engagement (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: In order to increase responsiveness for the purpose of increasing respectful and productive engagement among educators, students, families and the community Wrap-Around SVCS will be provided.

Wrap-Around SVCS: Spread the Word Nevada (Victory, $20,000) Wrap-Around SVCS: Parent Spanish to English Classes (Victory, $2,000) Communities in Schools (TAZ, $17,370)

Parent Sign-In Sheets, Dates scheduled for Spread the Word Nevada, and Parent Classes, Parent surveys

Admin team, Lead Team, Literacy Committee, and Grade Level Teachers will work to promote these functions. Monthly PTO meetings

N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Optional) Continuation From Last Year: NCCAT-S Indicators: Administrative Team and assigned staff member will deliver professional development to the staff as shared by district.

To be determined as shared by district.

Staff sign-ins, surveys, staff needs assessment surveys Classroom observations

Administration team and assigned teacher

N/A

Comments:

3.4 Other (Optional)Continuation From

Last Year: NCCAT-S Indicators:

All staff will utilize Kagan Cooperative Learning Structures including but not limited to Brain-Based Learning strategies, Win-Win Discipline and following our school progressive discipline plan, incorporate and promote Be-Kind program, Operation Respect activities, and Welcoming Schools (Teacher Grant) will be utilized to promote campus expectations. Administrative team, Growth analysts, coaches, interventionists, and classroom teachers will promote and utilize Kagan Cooperative Learning Structures, Be-Kind, Operation respect, Progressive Discipline, Welcoming Schools(teacher grant) in classrooms to reduce disciplinary infractions. The Links team will also support our new teachers in special programs. The PAR coach will also support new teacher in PZ 14.

Site-based training from Kagan Coach Site-based training on school progressive discipline Site-based training on Be-Kind, Operation Respect, and school incentives Site-based training on Welcoming Schools (Teacher Grant)

Staff sign-ins, surveys, staff needs assessment surveys Classroom observations, Behavior Ad Hoc Reports

Administration team, Kagan coach, counselor, assigned teacher, classroom teachers, Links team, PAR coach

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)

Turnaround $160,000

3 class size reduction instructors to support reducing achievement gaps for students of poverty, language restrictions and with special needs. ($160,000)

1 Communities in Schools Coordinator ($17, 000)

Accelerated Reader Literacy Online program to improve student comprehension. ($4,200)

IPads and head phones for student use ($10,800)

Goals 1 and 2

Title I $218,766.00

1.5 Learning Strategists to support the Response to Intervention Model for reducing achievement gaps for students of poverty, language restrictions and with special needs. ($112,500), Parent engagement.

3 Certified Temporary Tutors for working with small groups of students. ($14,300 each for 650 hrs. of work equals $42, 900)

Hourly money for teachers to perform before and after school tutoring ($23 per hr.) and for peer collaboration ($31 per hr.) ($22,820)

Goals 1 and 2

Flex 2,524,183 General funding for forecasted student enrollment of 504 students to cover all operations expenses to include but not limited to staffing, materials and supplies. Goals 1, 2 and 3



Victory $695,309

Licensed salary: $349,216

2 RTI teachers 8(f) $104,762

Tier III interventionist 8(f)$69,265

Kagan coaches8(e) $50,355

Learning strategist 8(f) $70,616

Pay for performance 8(f) $18,500

Licensed extra duty instruction 8(d) $15,000

After school tutoring 8(d) $15,000

PLC Collaboration 8(e) $9,000

Administrative Stipend 8(c) $8,000

Goals 1, 2 and 3

Victory

Parent Spanish Incentives $1,200 9(b)

Communities in Schools support 9(a) $17,500

Instructional supplies 9(d) $10,000

Incentive supplies 9(d) $18,700

Web based Instruction: $17,000

STMath 9(d) $4,100

eValuate 8(e) $14,247

Fast Forward 9(d) $4,500

Goals 1 and 2



Victory

Books and Periodicals: $23,000

Learning Dynamics 8(f) $15,000

Classroom leveled books. 8(a) $8,000

360 degree cameras 9(d) $20,000

Audio enhancement 9(d) $6,000

Laptops 9(d) $28,000

36 Netbooks 9(d) $18,000

100 Chromebooks 9(d) $20,000

Mice, headphones 9(d) $10,800

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.Admin will participate in Early Transfers, mentor tchrs host ARL/student tchrs, conduct screenings on SearchSoft for Highly Recommended candidates with Title1/ELL experience, conduct in person & virtual interviews with grade level teams, collect evidence of High Leverage Instruction through classroom observations and interviews with former supervisors. Administration will also communicate the school expectations: PLC, Title I, Project Based Learning, professional Development, and PZIC support.

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.All communications are sent home in Eng/Span, Interv Strat, CIS liaison, couns, and princ will provide monthly bilingual Parent Connection meetings to inform parents about school improvement goals and initiatives, and connect community programs/resources that support student achievement. Staff will lead Family Literacy & Math/Sci/Tech Nights to teach strategies for raising engagement and student learning at home, reward families for participation in Open House, parent meetings, PSTAPT.

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.).Pre K and kinder teachers will plan for students to visit a kindergarten classroom to support understanding expectations and routines, Pre K teacher will provide bilingual parent information regarding how to make the transition successful. Fifth grade students will participate in middle school informative assemblies and field trips, school counselor will provide instruction and activities to fifth graders to ensure a successful transition.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Continued engagement in Collaborative Inquiry during PLC and staff meetings will ensure ongoing collaboration and data-driven decision making using multiple sources of data to include school wide, state, and CCSD assessments. Teachers will receive training and collaborate to design formative grade level assessments based on the NVACS. Teachers will analyze these sets of data to plan for and provide needs-based instruction and/or intervention to ensure growth for each student.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsA comprehensive plan to provide consistent, high-quality Tier 1 and Tier 2 instruction based on the NVACS has been developed, integrating the use of Title 1, PASS, and CCSD resources. This plan will be monitored on an ongoing basis and adjustments/improvements will be made and communicated with all stakeholders.



APPENDIX A - Professional Development Plan

1.1Teachers will participate in PD on implementing the core literacy framework. PD will be designed utilizing teacher surveys and subgroup data then delivered in differentiated workshops to include the following: Daily 5,project based learning, reading comprehension strategies, instructional strands, flexible differentiated reading instruction (teacher/student tasks), ELL strategies, Reading A-Z, Kagan, Explicit Phonics etc., Teachers will utilize 360 degree cameras to gain coaching feedback on their instruction. Teachers will work with Growth analysts/RTI Interventionists to analyze data to plan for differentiated and flexible groupings. (NDE T.O.A. PLC)

Goal 1 Additional PD Action Step (Optional)N/A

2.1Teachers will participate in PD on implementing and utilizing Everyday Math and Daily 5 designed by a teacher needs assessment survey. Teachers will utilize 360 degree cameras to gain coaching feedback on their instruction. Analysis of student data and subgroup data will be reviewed and professional development will then be delivered in differentiated workshops highlighting how to meet the needs of diverse learning during district-wide staff development days and weekly RTI meetings. (NDE T.O.A. PLC)

Goal 2 Additional PD Action Step (Optional)

3.1The school's Equity and Diversity Education Department Liaison attends trainings and brings back information to staff. Information is shared in staff meetings.

Goal 3 Additional PD Action Step (Optional)



APPENDIX B - Family Engagement Plan

1.2Parent Involvement will include Parent Nights/Conferences after Fall and Spring. Community in Schools parent center, Infinite Campus communication. In the fall teachers will share reading strategies during monthly PTO meetings.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Parent Involvement will include Parent Nights/Conferences after Fall and Spring benchmarks. PSTAPT in December. Community in Schools and regular Infinite Campus Communication. Teachers will present educational strategies shared monthly during PTO meetings.


3.2In order to increase responsiveness for the purpose of increasing respectful and productive engagement among educators, students, families and the community Wrap-Around SVCS will be provided.




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:District Goal: Increase Grade 3 proficiency rates in reading. School Goal: Increase Grade 5 ELL student proficiency rates in reading.

Measurable Objective(s):

Increase reading proficiency from 37% (Sept 2016) to 42% (May 2017) and from 40% (October 2016) to 45% (April 2017) as measured by Evaluate.Increase the percent of 3rd grade students proficient in reading from 57% to 62%% by 2017 as measured by state assessment (SBAC).

StatusN/A

Comments:According to our Evaluate data, third grade proficiency in ELA was 18%, fourth grade proficiency in ELA was 45%, and 5th grade ELA proficiency was 37%. Evaluate data indicates an ELA proficiency of 32.5% school-wide in our first year in the TurnAround Zone and receiving Victory funds.1.1 Professional Development:1.2 Family Engagement:1.3 Curriculum/Instruction/Assessment:1.4 Other:

Mid-Year End-of-Year

1.1

Teachers will participate in PD on implementing the core literacy framework. PD will be designed utilizing teacher surveys and subgroup data then delivered in differentiated workshops to include the following: Daily 5,project based learning, reading comprehension strategies, instructional strands, flexible differentiated reading instruction (teacher/student tasks), ELL strategies, Reading A-Z, Kagan, Explicit Phonics etc., Teachers will utilize 360 degree cameras to gain coaching feedback on their instruction. Teachers will work with Growth analysts/RTI Interventionists to analyze data to plan for differentiated and flexible groupings. (NDE T.O.A. PLC)

On Task

ProgressPD is ongoing at Vegas Verdes, with staff meeting in PLCs to discuss strategies, analyze student data, and plan for instruction. Aug. 25th Literacy framework. Regularly meet to review Kagan strategies, and do "Watch, model, observe".

Barriers None

Next Steps Aug. 25th Literacy framework. Regulary meet to review Kagan strategies, and do "Watch, model, observe".

1.2 Parent Involvement will include Parent Nights/Conferences after Fall and Spring. Community in Schools parent center, Infinite Campus communication. In the fall teachers will share reading strategies during monthly PTO meetings. On Task



Progress Parent open house was held.

BarriersNext Steps

1.3Implement a system of academic intervention utilizing Intervention by Design, Learning Dynamics, Fast ForWord, Imagine Learning, i-Ready, Explicit Phonics/Corrective Reading to provide early, systematic assistance to all students, IEP, FRL, and ELL students who are having difficulty learning essential language arts essential based on data analysis by the RTI team and growth analysts.

On Task

Progress

All classrooms have a curriculum that is vertically and horisontally aligned. Students are regularly progress monitored at the skill and subskill level. Students are taught with precision instruction based on where they are. Students set learning goals for themselves and progress monitor themselves. RTI is in place and guides Tier II and Tier III instruction in conjunction with high quality Tier I for all students. (Evaluate) 2015-16 data reveal that in ELA Sept. data, over 270 students were emerging, in May only 100 were still in emerging. ELA meets rose from 20 to 180. In math Sept. 250 were emerging and in May less than 50 were still emerging. Meets rose from 30 to around 115. (SBAC ELA) Overall 60% were proficient, 3rd grade 57%, 4th grade 51%, 5th grade 70%. Sub group proficiency. Asian 88%, Black 14%, Caucasian 89%, Hispanic 57%. (SBAC Math) Overall 54% were profiicient, 3rd grade 54%, 4th grade 58%, 5th grade 49%. Sub group proficiency: Asian 63%, Black 14%, Caucasian 79%, Hispanic 53%

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1.4 Utilize a learning strategist to accelerated the learning of newcomer students. N/A

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Priority Need/Goal 2Priority Need/Goal 2:Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in both reading and math.


Reduce the math proficiency gap between the District's highest performing subgroup and the schools lower performing ethnic/racial supergroup from 4% to 0% by 2017 as measured by state assessment (SBAC).Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 12% to 7% by 2017 as measured by state assessment (SBAC).Reduce the reading and mathematics proficiency gap between teh districts highest performing subgroup and students from ELL, IEP and FRL by 5% as measured by school wide formative assessments.Increase math proficiency from 34% (Sept 2016) to xx% (May 2017) and from 39% (October 2016) to 41% (April 2017) as measured by Evaluate.

StatusN/A

Comments:

2.1 Professional Development:2.2 Family Engagement:2.3 Curriculum/Instruction/Assessment:2.4 Other:


2.1

Teachers will participate in PD on implementing and utilizing Everyday Math and Daily 5 designed by a teacher needs assessment survey. Teachers will utilize 360 degree cameras to gain coaching feedback on their instruction. Analysis of student data and subgroup data will be reviewed and professional development will then be delivered in differentiated workshops highlighting how to meet the needs of diverse learning during district-wide staff development days and weekly RTI meetings. (NDE T.O.A. PLC)

On Task

ProgressPD is ongoing at Vegas Verdes, with staff meeting in PLCs to discuss strategies, analyze student data, and plan for instruction. Aug. 25th Literacy framework. Regularly meet to review Kagan strategies, and do "Watch, model, observe".

Barriers

Next Steps Incorporate 360 degree cameras to improve teacher feedback and observe lessons to facilitate conversations on classroom instruction.



2.2 Parent Involvement will include Parent Nights/Conferences after Fall and Spring benchmarks. PSTAPT in December. Community in Schools and regular Infinite Campus Communication. Teachers will present educational strategies shared monthly during PTO meetings. On Task

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2.3 Implement a system of academic intervention used to provide early, systematic assistance to subgroups IEP, FRL, ELL, Tier 2/3 who are having difficulty in reading and math based on data analysis of RTI Team and growth analysts. On Task

Progress

All classrooms have a curriculum that is vertically and horisontally aligned. Students are regularly progress monitored at the skill and subskill level. Students are taught with precision instruction based on where they are. Students set learning goals for themselves and progress monitor themselves. RTI is in place and guides Tier II and Tier III instruction in conjunction with high quality Tier I for all students. 2015-16 data reveal that in ELA Sept. data, over 270 students were emerging, in May only 100 were still in emerging. (Evaluate) ELA meets rose from 20 to 180. In math Sept. 250 were emerging and in May less than 50 were still emerging. Meets rose from 30 to around 115. (SBAC ELA) Overall 60% were proficient, 3rd grade 57%, 4th grade 51%, 5th grade 70%. Sub group proficiency. Asian 88%, Black 14%, Caucasian 89%, Hispanic 57%. (SBAC Math) Overall 54% were profiicient, 3rd grade 54%, 4th grade 58%, 5th grade 49%. Sub group proficiency: Asian 63%, Black 14%, Caucasian 79%, Hispanic 53%

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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 2015-2016 school year as measured by sign-in sheets.We will reduce the amount of disciplinary suspensions and RPC's in our special education programs by 50%. During the 2014-2015 school year 85% of students that were RPC'd or Suspended were special education students. The total number of students suspended during the 2014-2015 year was four.

StatusN/A

Comments:

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


3.1 The school's Equity and Diversity Education Department Liaison attends trainings and brings back information to staff. Information is shared in staff meetings. N/A

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3.2 In order to increase responsiveness for the purpose of increasing respectful and productive engagement among educators, students, families and the community Wrap-Around SVCS will be provided. N/A

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3.3 Administrative Team and assigned staff member will deliver professional development to the staff as shared by district. N/A

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3.4

All staff will utilize Kagan Cooperative Learning Structures including but not limited to Brain-Based Learning strategies, Win-Win Discipline and following our school progressive discipline plan, incorporate and promote Be-Kind program, Operation Respect activities, and Welcoming Schools (Teacher Grant) will be utilized to promote campus expectations. Administrative team, Growth analysts, coaches, interventionists, and classroom teachers will promote and utilize Kagan Cooperative Learning Structures, Be-Kind, Operation respect, Progressive Discipline, Welcoming Schools(teacher grant) in classrooms to reduce disciplinary infractions. The Links team will also support our new teachers in special programs. The PAR coach will also support new teacher in PZ 14.

N/A

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Documents

School Performance Plan