School Performance Plan€¦ · Robin Matticx Learning Strategist Melvin Ladera Teacher Brett Booth Principal Eve Rubalcava Learning Strategist Diane Acero Teacher Nevada Department

School Performance Plan

School NameMoore, William K ES

Address (City, State, Zip Code, Telephone):491 N Lamb Blvd

Las Vegas, NV 89110-3302, 7027993270

Superintendent/Region Superintendent: Jesus Jara / Karla Loria

For Implementation During The Following Years: 2019-2020

The Following MUST Be Completed:

Title I Status: Served

Designation: CSI

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 PositionLis Briones Parent Tracy Karas Parent

Samantha Hager Assistant Principal Cynthia Flores ParentRobin Matticx Learning Strategist Melvin Ladera TeacherBrett Booth Principal Eve Rubalcava Learning StrategistDiane Acero Teacher

Nevada Department of Education Moore, William K ES 2019-2020Clark County School District

Last Date Review/Revised By Planning Team - 11/08/2019 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

Statewide Assessments AMAOs/ELPA Analysis Achievement Gap DataFormative Assessments Practice ELL Program Policies and Procedures Teacher/Administrator Observation DataNA Teacher/Administrator Observation Data NANA NA NANA NA NAOther: Other: Other:Other: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.OverviewMoore Elementary School is a Title 1 School located on the East side of Region 3 of the Clark County School District. The student population has remained mostly consistent over the last several years.Enrollment for the 2018-19 school year was as follows, identified African American (18.8%), White/Caucasian (4.4%), Hispanic/Latino (73.2%), Multi-race (2.2%), FRL (100%), IEP (15%), and ELL (43.3%) with a total of 702 students. Transiency rate is 33% and absentee rate is 19.3%.

Analysis of DataAccording to the data, Moore Elementary School has remained a one star school over the last three years, moving from an NSPF score of 26.5 in 16-17, to 15.5 in 17-18, and 26.5 in 18-19. The fluctuation in NSPF points was due mostly to student growth and closing academic gap indicators. Tier I instruction is suffering in the areas of ELA and math. The team decided that data-driven decision making is crucial in these areas. The team also determined that there is a large academic gap with the IEP population compared to the Non-IEP population. According to the 2017-18 SBAC data, 23% of 3-5th graders were proficient in ELA and 19% of 3-5th graders were proficient in math. These proficiency rates are below the District average. The IEP subgroup had a 6.9% proficiency rate. This is a deep area of concern for the school. 2017-2018 WIDA results are as follows: 266 students in grades K-5 took the WIDA Language Proficiency Test. Of that LEP population, 36.8% met AGP. As a designated Rising Star School, Moore is committed to increasing the academic and language achievement for the LEP population as described in the School Performance Plan.Moore ES students in grades K-5 also take the formative assessment, I-Ready diagnostic assessment. This assesses students in reading and math. Analyzing 2018-19 Reading I-Ready diagnostic data, from Fall to Winter, students on grade level from Fall to Winter were as follows: K 4% to 31%1 5% to 23%2 11% to 21%3 31% to 43%4 17% to 21%5 8% to 14%

Positive StatementsOver the course of the last academic school year there was an increase in overall proficiency in ELA of 8.1% and 6% in mathematics. Math MGP rose from 34 to 39 and in ELA from 41 to 47 points. WIDA scores improved from 36.8 to 52.2 in English Language Proficiency. Success in this area is contributed to the implementation of Kagan Strategies and the "Tell Me More" strategy used in the ZOOM Reading center. Academic walks focusing on discourse were also conducted weekly in all grade levels.



Prioritized NeedsMoore Elementary needs to continue to prioritize Tier 1 instruction in both reading and mathematics with a focus on weekly instructional walks, weekly feedback in PLC meetings, and rigorous lesson planning. All lesson planning needs to be aligned to the Nevada Academic Content Standards. According to 2018's External Review, two main areas of need were noted. First, an intensive instructional improvement plan to include daily walk-throughs, supervisory cycles, and professional learning tied to instructional needs. Second, focused on using standards driven instruction with embedded rigorous, complex questions, and designing an assessment map timeline to progress monitor student growth.Behavior referrals and behavior management strategies need to become more consistent school-wide with staff implementation.

Evidence-Based Interventions (EBI) Levels Imagine Language & Literacy EBI Level 3SEG Measurement (2018). An evaluation of the effectiveness of Imagine Learning for improving reading skills.

i-Ready/Ready EBI Level 1Dorsey, Windy. (2105).Organizational and Educational Leadership Journal of Organizational and Educational Leadership, v1 n2 Article 2 p.31. http://www.curriculumassociates.com/products/ready-research-blended-it-works.aspxCurriculum Associates, L. (2014). i-Ready/Ready Blended Efficacy Study. Educational Research Institute of America

MAP EBI Level 3National Center for Education Evaluation and Regional Assistance (12/2012). The Impact of the Measures of Academic Progress (MAP) Program on Student Reading Achievement. Retrieved from https://ies.ed.gov/ncee/edlabs/regions/midwest/pdf/REL_20134000.pdf



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:All students will increase proficiency in ELA from 33% to 43% by 2020 as measured by state summative assessments. (This goal has been calculated to meet the NDE target by 2022)

Root Causes:According to SBAC results and I-Ready analysis, there is a need to continue strengthening Tier I instruction in order to move students to meeting standards. Teachers are also not consistently using data to inform their instruction.

Measurable Objective 1:Increase the percent of students above the 60th percentile in reading from 15.4% (Fall) to 29% (Winter) and from 29% (Winter) to 43% (Spring) as measured by MAP Growth Assessments.

Measurable Objective 2:Increase the percent of all students performing at or above grade level in reading from 11% (Fall) to 22% (Winter) and from 22% (Winter) to 43% (Spring) as measured by i-Ready formative 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:



Teachers will collaborate during PLC's to plan Tier I data-driven instruction and group differentiation. Teachers will use data-driven decision making to collaboratively plan lessons and STPT to use data to plan instruction. Student engagement training will be provided to teachers to emphasize the use of cooperative learning structures in the classroom, increase academic discourse, and engage in higher level DOK activities. Teachers will participate in professional development to improve high quality, Tier 1, standards-based instruction. The staff and students will develop essential leadership, life-readiness, and trauma-informed skills.

Subs for STPT collaboration (Title I), prep buyouts (Title 1), Kagan training and extra duty pay (Title 1), Read by Three Strategist (ELL/Zoom), RTI LLS Strategist (Zoom), Learning Strategist (Title I), Kagan Coaching, Kagan Winter Conference, Ron Clark Academy Workshop, Leader in Me, Trauma-Informed PD, Learning Forward, and ASCD.

Professional development agendas and sign-in sheets

August 2019-May 2020, administration

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


Parents will be provided opportunities to engage in understanding concepts of reading and how best to help children at home. These meetings will be held right after school to meet the needs of the community. Family nights will engage parents in reading strategies to help at home. Moore ES is also working with the FACES department to increase parent involvement. The counselor will work with parents needing support at home.

Instructional materials for family engagement meetings and nights (Title I), extra duty pay for licensed staff (Title I), FACES representative, parent books.

Agendas, Parent sign-ins, parent surveys, parent evaluations

2019-20: Parent sign-ins-monthly collected by teachers and administration

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required)Continuation From

Last Year: YesNCCAT-S Indicators:

Teachers will evaluate and utilize quality resources, lessons, student tasks, assessments, and instructional strategies aligned with NVACS. A strategist will facilitate grade level PLC's to implement rigorous reading instruction and analyze the results of i-Ready standards mastery assessments. Teachers will be held accountable by administration for data-driven weekly collaboration PLC meetings. I-Ready growth monitoring data will be analyzed monthly and teachers will conference with students to set goals and identify strengths. Learning strategists, CTTs and SSA will implement Tier 2 interventions. Students will attend after school tutoring.

Subs for STPT collaboration (Title I), prep buyouts (Title 1), Kagan training and extra duty pay (Title 1), Read by Three Strategist (ELL/Zoom), RTI LLS Strategist (Zoom), CTTs (3), SSA (Title 1), tutoring (21st Century Grant), and Accelerated Reader

Common Assessments, MAP, I-Ready assessments, Accelerated Reader Reports

Monthly common assessments monitored by administration/strategists 3x/year- I-Ready, MAP results will be analyzed after benchmark assessments by teachers, strategists, and administration. Teachers-monthly goal setting with students

N/A

Comments:

1.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators:



N/A

Comments:




Based on the CNA, identify all that apply:☑ General Education ☑ FRL ☑ ELL ☑ IEP ☑ Other

Priority Need/Goal 2:All students will increase proficiency in math from 25.1% to 35.3% by 2020 as measured by state summative assessments. (This goal has been calculated to meet the NDE target by 2022)

Root Causes:According to SBAC results and I-Ready analysis, there is a need to continue strengthening Tier I instruction in order to move students to meeting standards. Teachers are also not consistently using data to inform their instruction.

Measurable Objective 1:Increase the percent of students above the 60th percentile in math from 15.4% (Fall) to 25% (Winter) and from 25% (Winter) to 35.3% (Spring) as measured by MAP Growth Assessments.

Measurable Objective 2:Increase the percent of all students performing at or above grade level in math from 6% (Fall) to 20% (Winter) and from 20% (Winter) to 35% (Spring) as measured by i-Ready formative assessments.

Monitoring Status

N/A





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





Subs for STPT collaboration (Title I), prep buyouts (Title 1), Kagan training and extra duty pay (Title 1), Read by Three Strategist (ELL/Zoom), RTI LLS Strategist (Zoom), Kagan coaching, Kagan Winter Academy, Ron Clark Academy, Leader In Me, Trauma-Informed PD, Learning Forward, and ASCD.

Professional development agendas and sign-in sheets

August 2019-May 2020, Administration

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


Parents will be provided monthly meetings to engage in understanding concepts of math and how best to help children at home. Family nights will be provided periodically throughout the year for families to engage with teachers and academic strategies. Moore ES is also working with the FACES department to increase parent involvement. The counselor will work with parents of students needing support.

Instructional materials for family engagement meetings and nights (Title I), extra duty pay for licensed staff(Title I), FACES representative, counseling material for parents.

Agendas, Parent sign-ins, parent surveys, parent evaluations

2019-20: Parent sign-ins-monthly collected by teachers and administration

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required)

Continuation

From Last Year:

Yes

NCCAT-S Indicators:

Teachers will evaluate and utilize quality resources, lessons, student tasks, assessments, and instructional strategies aligned with NVACS. Teachers will meet weekly in PLC meetings. A strategist will facilitate grade level PLC's to implement rigorous math instruction and analyze the results of i-Ready standards mastery assessments. Teachers will be held accountable by administration for data-driven weekly collaboration PLC meetings. I-Ready growth monitoring data will be analyzed monthly and teachers will conference with students to set goals and identify strengths. Learning strategists and CTTs will implement Tier 2 interventions. Students will attend after school tutoring.

Subs for STPT collaboration (Title I), prep buyouts (Title 1), Kagan training and extra duty pay (Title 1), Read by Three Strategist (ELL/Zoom), RTI LLS Strategist (Zoom), CTTs (3), SSA (Title 1), tutoring (21st Century Grant).

Common Assessments, MAP, and I-Ready assessments

Monthly common assessments will be collected by the assigned grade level strategist 3x/year I-Ready, MAP results will be analyzed after benchmark assessments by teachers, strategists, and administration. Teachers-monthly goal setting with students PLC/Data analysis meetings- lead team and strategist monthly

N/A

Comments:

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



N/A

Comments:




Based on the CNA, identify all that apply:☐ General Education ☐ FRL ☐ ELL ☐ IEP ☐ Other

Priority Need/Goal 3:

Root Causes:

Monitoring Status

N/A





List Artifacts/Evidence of Progress:Information (Data) that will verify the action step is in

progress or has occurred.

List Timeline, Benchmarks, and

Position ResponsibleMonitoring Status

3.1 Professional Development (Required) Continuation From Last Year: NCCAT-S Indicators: 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 III $19,000 Imagine Learning, Read By Three Strategist, RTI LLS Strategist, Pearson PD Goals 1 and 2

Title I $305,550 Learning Strategist, (3) CTTs, SSA, Accelerated Reader, Professional Development, Trainings, and Instructional Supplies Goals 1 and 2

21St Century Grant $115,545 Staffing, operational costs, technology, general supplies Goals 1 and 2Strategic Budget 4,360,141.25 Staffing, operational costs, and general supplies 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.We offer valued professional development for our current staff and we create a collaborative, engaging environment to keep our current staff. We provide job-embedded coaching and professional development with strategists to ensure all teachers receive assistance when needed. There are many opportunities for teacher growth through extra duty pay for PD and opportunities to attend conferences.

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.The school website and social media accounts are used to identify activities, training, & awards ceremonies where parents are welcome to attend. Title I parent meetings and PSTAPT provide information to families & honors assemblies acknowledge student growth. Family nights are offered as sessions for parents to make & take learning tools for home. Pre-K PBS family presentations are provided for academic support to Pre-K families. All communication is available in Spanish.

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 students attending Moore are encouraged to visit kindergarten classrooms during the last 4 months of school. We encourage our kinder and pre-k teachers to collaborate during the school year during PLC meetings. We also speak with our 5th grade students and assist with their registration.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.We include teachers through STPT data analysis time, collaboration days for teachers - providing them with more time for discussion, staff meetings, and grade level meetings with and without administration present. Formative assessments are analyzed during PLC and STPT to ensure action steps in the SPP are providing student achievement results.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsAll funding sources have been integrated into the SPP. The Moore ES leadership team analyzed data to align action steps and funding to the SPP goals. Title I, Read By Grade 3, and ZOOM funds supported strategists for coaching and mentoring in Tier I instruction, technology to support Tier I instruction, subs/extra duty pay for PD/collaboration/STPT, Kagan training, 21st Century, ZOOM and FACES for ongoing school improvement, & family engagement materials.



Plan for improving the school climate

Goal:Increase the percent of students who respond "agree or strongly agree" to the following statement, "This school promotes academic success for all students" from 75% to 85% by December 2020 as measured by the districtwide survey.

Action Plan: How will this plan improve the school climate?Teachers will work to improve Tier 1 instruction which is standard based for all students. Rigor, relevance, and student engagement will be a schoolwide focus along with NEPF Standard 2.1.

Monitoring Plan: How will you track the implementation of this plan?Weekly instructional walks with teachers and the leadership team will provide feedback for teachers. Lesson plan checks and PLC meetings times will allow collaboration for teachers to improve Tier 1 instruction.

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?Instructional Walk Data, PLC Agendas, and supervisory observational notes.



APPENDIX A - Professional Development Plan

1.1Teachers will collaborate during PLC's to plan Tier I data-driven instruction and group differentiation. Teachers will use data-driven decision making to collaboratively plan lessons and STPT to use data to plan instruction. Student engagement training will be provided to teachers to emphasize the use of cooperative learning structures in the classroom, increase academic discourse, and engage in higher level DOK activities. Teachers will participate in professional development to improve high quality, Tier 1, standards-based instruction. The staff and students will develop essential leadership, life-readiness, and trauma-informed skills.

Goal 1 Additional PD Action Step (Optional)

2.1Teachers will collaborate during PLC's to plan Tier I data-driven instruction and group differentiation. Teachers will use data-driven decision making to collaboratively plan lessons and STPT to use data to plan instruction. Student engagement training will be provided to teachers to emphasize the use of cooperative learning structures in the classroom, increase academic discourse, and engage in higher level DOK activities. Teachers will participate in professional development to improve high quality, Tier 1, standards-based instruction. The staff and students will develop essential leadership, life-readiness, and trauma-informed skills.


3.1




APPENDIX B - Family Engagement Plan

1.2Parents will be provided opportunities to engage in understanding concepts of reading and how best to help children at home. These meetings will be held right after school to meet the needs of the community. Family nights will engage parents in reading strategies to help at home. Moore ES is also working with the FACES department to increase parent involvement. The counselor will work with parents needing support at home.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Parents will be provided monthly meetings to engage in understanding concepts of math and how best to help children at home. Family nights will be provided periodically throughout the year for families to engage with teachers and academic strategies. Moore ES is also working with the FACES department to increase parent involvement. The counselor will work with parents of students needing support.


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:All students will increase proficiency in ELA from 33% to 43% by 2020 as measured by state summative assessments. (This goal has been calculated to meet the NDE target by 2022)

Measurable Objective(s):

Increase the percent of students above the 60th percentile in reading from 15.4% (Fall) to 29% (Winter) and from 29% (Winter) to 43% (Spring) as measured by MAP Growth Assessments.Increase the percent of all students performing at or above grade level in reading from 11% (Fall) to 22% (Winter) and from 22% (Winter) to 43% (Spring) as measured by i-Ready formative assessments.

StatusN/A

Comments:

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

Mid-Year End-of-Year

1.1


Progress

Barriers

Next Steps

1.2

Parents will be provided opportunities to engage in understanding concepts of reading and how best to help children at home. These meetings will be held right after school to meet the needs of the community. Family nights will engage parents in reading strategies to help at home. Moore ES is also working with the FACES department to increase parent involvement. The counselor will work with parents needing support at home.



Progress

BarriersNext Steps

1.3

Teachers will evaluate and utilize quality resources, lessons, student tasks, assessments, and instructional strategies aligned with NVACS. A strategist will facilitate grade level PLC's to implement rigorous reading instruction and analyze the results of i-Ready standards mastery assessments. Teachers will be held accountable by administration for data-driven weekly collaboration PLC meetings. I-Ready growth monitoring data will be analyzed monthly and teachers will conference with students to set goals and identify strengths. Learning strategists, CTTs and SSA will implement Tier 2 interventions. Students will attend after school tutoring.

Progress

Barriers

Next Steps

1.4

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:All students will increase proficiency in math from 25.1% to 35.3% by 2020 as measured by state summative assessments. (This goal has been calculated to meet the NDE target by 2022)


Increase the percent of students above the 60th percentile in math from 15.4% (Fall) to 25% (Winter) and from 25% (Winter) to 35.3% (Spring) as measured by MAP Growth Assessments. Increase the percent of all students performing at or above grade level in math from 6% (Fall) to 20% (Winter) and from 20% (Winter) to 35% (Spring) as measured by i-Ready formative assessments.

StatusN/A

Comments:



2.1


Progress

Barriers

Next Steps

2.2Parents will be provided monthly meetings to engage in understanding concepts of math and how best to help children at home. Family nights will be provided periodically throughout the year for families to engage with teachers and academic strategies. Moore ES is also working with the FACES department to increase parent involvement. The counselor will work with parents of students needing support.



Progress

BarriersNext Steps

2.3

Teachers will evaluate and utilize quality resources, lessons, student tasks, assessments, and instructional strategies aligned with NVACS. Teachers will meet weekly in PLC meetings. A strategist will facilitate grade level PLC's to implement rigorous math instruction and analyze the results of i-Ready standards mastery assessments. Teachers will be held accountable by administration for data-driven weekly collaboration PLC meetings. I-Ready growth monitoring data will be analyzed monthly and teachers will conference with students to set goals and identify strengths. Learning strategists and CTTs will implement Tier 2 interventions. Students will attend after school tutoring.

Progress

Barriers

Next Steps

2.4

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:


StatusN/A

Comments:



3.1

Progress

Barriers

Next Steps

3.2

Progress

Barriers



Next Steps

3.3

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps



Documents

School Performance Plan€¦ · Robin Matticx Learning Strategist Melvin Ladera Teacher Brett Booth Principal Eve Rubalcava Learning Strategist Diane Acero Teacher Nevada Department