School Performance Plan - Clark County School District

School Performance Plan

School NameVariety School (Sec)

Address (City, State, Zip Code, Telephone):2800 E Stewart Ave

Las Vegas, NV 89101, (702) 799-7938

Superintendent/Assistant Chief: Pat Skorkowsky / Deanna Jaskolski

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Combined School

Classification: N 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 PositionDeborah Kooyman Parent Jason Fico PrincipalElizabeth Poglitsch Assistant Principal Valerie Roser Counselor

Jean Linnell Behavior Mentor Jan Bellinghausen Transition SpecialistCarmen Sagarbarria Instructional Coach Heather Orozco Teacher

Heather Medina Teacher Jennifer Petrie TeacherJohn Morrison Teacher Leslie Firestone Teacher

Molly Lomassaro Teacher Roger Herrod Teacher

Nevada Department of Education Variety School (Sec) 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 01/03/2017 Page 1 Nevada Department of Education - June 2016

Ingrid Cepada Teacher



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

N/A Comparison of ELPA with other Assessments Nevada Alternate Assessment (NAA)NA Teacher/Administrator Observation Data Availability of Curriculum for IEP StudentsNA NA Special Education Procedures - Whole SchoolNA NA Teacher/Administrator Observation DataNA NA Special Ed Staffing and Professional DevelopmentOther: Other: Other: IEP Goal Mastery in ELA and MathOther: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.Variety School partnered with Cleveland Clinic Children's to consult and train all the staff and teachers of students with autism. 50% of Variety School students have a special education eligibility of autism. Since the inception of this collaboration, all ten classrooms for students with autism have transitioned into "Model Classrooms." Cleveland Clinic Children's consultation has provided 100% alignment of classroom activities to IEP goals. 75% of Variety School students have a special education eligibility of multiple/other health impairments and/or are emotionally challenged. IEP academic growth data revealed that 77% of students made progress toward ELA goals and 75% made progress toward math goals. Engagement walk-through data revealed that an average of 85% of students were consistently engaged in instruction. Increasing students' functional communication will enable them to express themselves without communication breakdowns at school or in the community. Enhancing math skills will enable students to fully participate in vocational experiences that will lead to successful transition. Variety School exposed 92% of secondary students to "Real- World" experiences through the implementation of community-based instruction and field classes.



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

☐ Hispanic

☐ Two or More Races

☐ Pacific Islander

☐ White

☐ FRL

☐ IEP

☐ELL

NOTES:



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:Reduce the number of students who are unable to functionally communicate their basic wants and needs across all eligibility categories.

Root Causes:With regards to the overall lack of effective communication skills, Variety School's deepest underlying causes of performance concerns are: students' inability to functionally communicate before, during, and after behavior escalations, students' cognitive levels, school wide curriculum is aligned to IEP goals not Nevada Academic Content Standards, and limited interaction with non-disabled peers.

Measurable Objective 1:Increase the functional communication of the Variety School student population from by 50 % as measured by the functional communication screener.

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. Design and implement Communication Academy 2. Design monthly collaboration meetings (AT & Speech) 3. Provide staff with PD opportunities aligned to functional communication 4. Implement PD for teachers to align IEPs to functional communication goals 5. Facilitate professional conversations 6. Deliver PD in FC strategies to support staff

ACTION STEP(S): 1, 2, 3, 4, 5, 6; Calendar development/materials for CA-Admin/Leadership Team- $1500.00- (Instructional Funds); Monthly calendar- Admin.- $0.00- (Instructional Funds); Instructor from AT-Admin/Leadership Team/AT-$1500.00- (Instructional Funds); IEPs- computers- $0.00 Local Plan Funds; PD materials- SEIF/Leadership Team/Instructional Coach-$1500.00- (Instructional Funds); Schedule, minute sheets-Admin/Leadership Team-$0.00- (Instructional Funds); presenters, PD materials-Admin/Leadership Team-$5,000.00-(Local Plan Funds)

ACTION STEP 1, 2, 3, 4, 5, 6: CA calendar; annual meeting calendar; collaboration schedule; Agendas; sign-in sheets ACTION STEP(S) 3, 4, 6: Create school-wide uniform picture exchange materials; Class observations of implementation of school-wide functional communication program

ACTION STEP(S)1, 2, 3, 4, 5, 6: By 11/16 - Develop calendars, assign roles, design PDs- Leadership Team ACTION STEP(S) 1, 2, 3, 4, 5, 6: 12/16 to 2/17-Implemention of PDs; -Admin/Leadership team/AT; 1/17-4/17-Lesson plan review-Admin; PD on writing/alignment of IEP goals; SEIF ACTION STEP(S) 1, 2, 3, 4, 5, 6: 5/2017-Present annual progress to parents and district

N/A

Comments:



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

Status

1.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1. Schedule and hold monthly parent/family meetings 2. Teach/provide parents/families tools to increase FC skills in home/community 3. Hold annual meetings to review student progress 4. Provide families with uniform communication strip for home/community 5. Survey families for material/behavioral needs

ACTION STEP(s)1, 2, 3: Snacks for meetings- $250.00 (Title 1 Funds) ; Transition specialist/SEIF to schedule and facilitate meetings; Paper for resources- $150.00- (Instructional Funds)-graphics; Parent calls, website, and ParentLink messages to remind of meeting-$0.00-TORs ACTION STEP(S) 2, 4, 5: Communication materials- $100.00-(Instructional Funds)-Instructional Coach; Create survey, distribute, and dis-aggregate- $500.00- (Title 1 Funds)-Leadership Team ACTION STEP 1, 3, 5: Update website- $350.00-(Tech Funds)- Webmaster

ACTION STEP(S)1, 2, 3, 4, 5: Agenda and sign-in sheets; meeting calendar; IEP calendar; communication material provided to parent/families; call/email logs, Spring Agency Fair and parent meeting fliers; attendance sheets; survey; survey results ACTION STEP 2: Training materials

ACTION STEP(S) 1, 2, 3: 9/2016 - Schedule and facilitate monthly parent agency meetings- Transition specialist/SEIF; week of parent meeting, call to invite/remind families to attend meetings- TOR; file reviews 9/2016-4/2017 - Send required invitations for annual meetings- TOR; 2/2017 - 4-/2017; Design Spring Agency Fair and advertise- Leadership team ACTION STEP 4: 9/2016 to 5/2017- Webmaster will update parent resources on website- Webmaster and Leadership Team ACTION STAFF 5: 1/2017 - 5/2017-Survey family- SEIF

On Task

Comments:

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

YesNCCAT-S Indicators:

1. Screen students for functional communication (FC) skills 2. Align IEP goals to Cleveland Clinic Children (CCC) curriculum 3. Collect data aligned to the FC goals 4. Facilitate professional reflective conversations aligned to FC 5. Identify and create uniform picture exchange materials 6. Develop/maintain progress monitoring schedule aligned to FC 7. Post assess 8. Case managers review confidential folders to ensure communication referrals and goals are implemented school-wide and up-to-date

ACTION STEP- 1:Screen students-screening tool, computer-$0.00-Instructional Fund; ACTION STEP(S)-2, 3, 7: IEP goal alignment, Data collection-Computers and paper or Excel for data gathering-$0.00-IDEA; Data collection tool for Teachers/staff (GAFE)- $0.00-IDEA Communication Academy ACTION STEP 4, 5: PD development and implementation-$1200.00-(Title 1 Funds);Develop and create PECS materials ACTION STEP(S) 6, 7, 8:Progress logs-$0.00-IDEA

ACTION STEP(S) 1, 2, 3, 6, 7, 8: Screening tool; student data/progress binders; Google Drive for data storage/sharing, Review 360, progress logs, confidential folders ACTION STEP(S) 4,5: Agendas; sign-in sheets; calendars; training materials; PECS pictures; work order receipts

ACTION STEP(S) 1, 5: 12/2016- Screen students- teaching staff; 12/2016 -1/2017- create PECS- Strategists ACTION STEP 2: 9/2016-10/2016- IEP goal alignment- TOR ACTION STEP 3, 6, 7: 9/2016-5/2017-On-going data collection, post assess students- TOR ACTION STEP 4, 8: 9/2016-5/2017 (Bi-weekly)- Reflective conversations, file reviews- TOR

On Task

Comments:

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



Comments:





Priority Need/Goal 2:Increase the percentage of students demonstrating growth in mathematics.

Root Causes:With regards to the overall achievement level in math skills, Variety School's deepest underlying causes of performance concerns are: school wide curriculum is aligned to IEP goals not Nevada Academic Content Standards, students’ cognitive levels; behavior impedes access to off campus/site-based vocational training or work exposure, and limited interaction with non-disabled peers.

Measurable Objective 1:The percentage of students making positive growth toward their math IEP goals will increase from 75% to 80% by 2017 as indicated by the annual IEP Specialized Progress Report."

Monitoring Status

On Task


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


List Timeline, Benchmarks, and

Position Responsible

Monitoring

Status

2.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1. PD on developing appropriate math IEP goals 2. PD on designing relevant CBI aligned to Functional Math Skills (FMS) 3. Develop a school-wide environment promoting FMS i.e. signs, labels, and directives while participating in CBI activities 4. Collect and manage data on math IEP goals and CBI activities

ACTION STEP(S) 1, 2, 3: Design and presentation of PD- Leadership team- $0.00 (Instructional Fund); consumables and materials for site-based vocational programs and off campus work sites- instructional coach- $2000.00- (Local Plan); CBI development and implementation- office manager and transition specialist- $2500.00- (Kasner Foundation) ACTION STEP 3: Instructional coach prep buy - administration and office manager- $5000.00- (Title 1) ACTION STEP(S) 4: Database/calendar development - SBT and administration- $0.00- (Instructional Fund); Excel/computer- SBT- $0.00- (Technology Fund)) ACTION STEP(S) 3: School wide environment of FMS development- leadership team- $3000.00- (Instructional funds and Title 1)

ACTION STEP(S) 1, 2: Work lists/CBI calendar; annual meeting calendar; bus/vehicle work rotation/CBI schedule; student and staff assignments; PD agendas; PD sign-in sheets; FMS labels ACTION STEP(S) 3, 4: Work/CBI Skills checklists; analyze data on a monthly basis; database of CBI; lesson plans with alignment to math IEP goals; quarterly specialized progress reports; FMS labels

ACTION STEP(S) 1, 2: 12/2016 and 1/2017- Calendar Development; weekly bus/vehicle schedule; PD implementation on FMS; PD on alignment to IEP goals- (Transition Specialist, Learning Strategist, and SEIF); CBIs aligned to FMS and students' IEP goal- (TORs and Transition Specialist) ACTION STEP(S)3, 4: 12/2016-4/2017 - Compile completed work site/CBI skills checklists; analyze data; lesson plan review; analyze IEP progress reports (Leadership Team, Administration, and TORs)

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:

YesNCCAT-S Indicators:

1. Conduct monthly parent/agency meetings 2. Invite parents in participate on the CBI trips 3. Teach/provide parents/families information to enhance FMS 4. Develop a schedule to meet individually with students/parents to review student progress aligned to FMS

ACTION STEP(S)1, 2, 3: Snacks for meetings-Family Success Advocate- $150.00-(Title 1 Fund); Schedule and facilitate meetings- Transition specialist- $0.00-; Paper for resources- Clerk- $150.00- (IDEA); Functional math materials- Instructional Coach- $1000.00-(Instructional Fund and Title 1 Fund); Parent Calls, website, and ParentLink messages- TOR and Administration- $0.00- (Instructional Fund) ACTION STEP 4: Update website- Webmaster- $350.00- (Technology Fund); Intermittent prep buy-outs- Webmaster- $500.00 (Title 1 Fund)

ACTION STEP(s) 1, 2, 3, 4: Agenda and sign sheets; parent/families materials;teaching ; Call logs/emails; ParentLink reports; meeting calendar; IEP calendar, Spring Agency Fair, parent meeting flyers

ACTION STEP(S) 1, 2, 3: 9/2016 - Schedule and facilitate monthly parent agency meetings-Transition specialist/Counselor; Week of parent meeting- Call to invite/remind families to attend meetings- TOR; 9/2016-4/2017- Schedule and hold annual meetings- TOR and SEIF; 2/2017 - 4-/201-Plan, Design and execute Spring Agency Fair- Leadership Team and Family Success Advocate ACTION STEP 4: 9/2016 to 5/2017- Website updates- Webmaster ACTION STEP 5: 1/2017 - 5/2017- Family Surveys- TOR and SEIF

On Task

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1. Classroom instruction directly aligned to FMS IEP goals. 2. Direct instruction of FMS aligned to CBI and/or field classes (Using gift cards, sale flyers, street signs, pricing on menus, etc.) 3. Pre-test and progress monitoring of FMS 4. Mastery of IEP goals from annual IEPs

ACTION STEP1: Paper for resources- Clerk- $150.00- (Instructional Fund) ACTION STEP 2: CBI/Work site/Leisure/Recreation/Life Skills- TOR- $2500.00 (Kasner Foundation) ACTION STEP(S) 3, 4:Compare baseline data collection with IEP math goal attainment- TOR and SEIF- $0.00- (IDEA Fund)

ACTION STEP1: Work-site/CBI skills checklists; CBI calendar/schedule ACTION STEP(S) 2, 3: Lesson plan aligned to CBI and FMS; Classroom observations; IEP goals; testing data; progress monitoring data ACTION STEP 4: Specialized progress reports

ACTION STEP(s) 1, 2, 3: By 1/2017- Curriculum will be created and distributed (Leadership Team and Instructional Coach; 12/2016, 1/2017, 2/2017, 3/2017, 4/2017, and 5/2017- lesson plan review- Administration; ACTION STEP(s)2, 3: 12/2016, 1/2017, 2/2017, 3/2017, 4/2017, and 5/2017-analyze progress monitoring data- Leadership Team

On Task

Comments:


Comments:







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

Root Causes:Variety School trained 80% of our personnel in cultural competency during the 2014-2015 school year. The administration and liaison introduced the stages of cultural competency; however, new staff has been hired since the original training and have not been trained as of October 2015.

Measurable Objective 1:100% of Variety School staff will participate in a mandatory cultural competency/diversity professional development during the 2016-2017 school year as measured by sign in sheets.

Monitoring Status

On Task


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


List Timeline, Benchmarks, and Position

Responsible

Monitoring

Status

3.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1. All Variety School staff will participate in cultural competency/diversity professional development to occur during SBCT and/or during the school day

ACTION STEP 1: Training materials provided by Equity and Diversity- Administration and liaison -$0.00

Action step 1: Agenda; sign in sheets ACTION STEP 1: Administration will provide professional development on cultural competency/diversity by June 2017.

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: Yes NCCAT-S Indicators: N/A

Comments:

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

Comments:


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)

Technology Fund 1000.00To fund webmaster, provide professional development for technology and programs, and extra duty pay: $850.00 for the webmaster to update the school website with parent meeting information to support goals 1,2, and 3.

Goals 1, 2 and 3

Local Plan/Instructional Fund 200,000.00 Salaries, instructional materials, student achievement, and professional development:$5200.00 to pay for school- wide curriculum and development of materials to support goals 1 and 2. Goals 1 and 2

IDEA $90,000.00 Student achievement instructional materials, educational technology, community based instruction and field classes, and facilities: $2910.00 to support goals 1 and 2. Goals 1 and 2

Kasner Foundation $2000.00 To fund transitional activities for students in the community: $2500.00 to pay for CBI and field classes to support goals 1 and 2. Goals 1 and 2

Title 1 30, 020.00 To provide professional development, access to technology, increase family engagement, and parent involvement: $850.00 to provide snacks and materials for parent meetings to support goals 1, 2, and 3. Goals 1, 2 and 3



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.Variety School teachers are required to have a special education generalist license. In addition to the generalist license, they are required to have an endorsement in autism and/or Intellectual Disabilities (ID). The administration team reviews the applications of potential candidates, consults their references, and schedules interviews. Teachers are attracted to Variety School because of the resources we have to educate our students that comprehensive campuses do not have; specifically, on campus cafe, independent living apartment, campus garden, and indoor and outdoor calming areas. We provide out teachers three years to earn their endorsements in autism and/or ID. We provide mentors to our probationary teachers, conduct bi-weekly Variety 101 training for teachers, and have in school supports for behavior and academics.

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.Variety School provides our students and their families with information regarding upcoming events and current events through our website, letters home, ParentLink messages, Infinite Campus Parent Portal, and meetings. Students receive daily notes home through communication logs, Review 360, specialized progress reports, and district wide progress reports and report cards. Variety School provides interpreters when necessary for parent meetings and have notices translated into their native languages.

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.).Variety School is one of the four special schools in Clark County School District. Our student population receives specially designed instruction 100% of their school day driven by their Individualized Education Program (IEP). The IEP team determines placement of our students and delivery of services. Our students have field classes in the community, community-based instruction to support our initiative of transitioning our students into independent living, and into the workforce. However; if a student IEP team determines to transition a student into their LRE, will provide a transition plan, collaborate with receiving team, provide tours of new school , and individualize their schedules.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Variety School holds an annual IEP meeting for every student with a Multi-Disciplinary Team (MDT) as mandated by federal law. The MDT will minimally include a special education teacher, general education teacher, local agency education agency representative, parent/guardian, and the student. The present levels of performances are developed based on academic achievement (formal and informal assessments), functional behaviors, transition skills, and MDT member's input. The teachers are responsible for the development of the student's annual IEP and are required to make decisions in the IEP meetings regarding assessments.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsVariety School receives federal funding to pay the salary of staff members who are responsible for the development and implementation of the School Performance Plan, instructional funds to pay for curriculum and teaching materials to support student achievement, and Title 1 Funds (State) to assist with increasing family engagement. The Kasner Foundation donates money (Local) to support our school-wide initiatives of increasing our students to access the community to assist with their transition into independent living and/or the workforce as well as to increase their FC and FMS.



APPENDIX A - Professional Development Plan

1.11. Design and implement Communication Academy 2. Design monthly collaboration meetings (AT & Speech) 3. Provide staff with PD opportunities aligned to functional communication 4. Implement PD for teachers to align IEPs to functional communication goals 5. Facilitate professional conversations 6. Deliver PD in FC strategies to support staff

Goal 1 Additional PD Action Step (Optional)

2.11. PD on developing appropriate math IEP goals 2. PD on designing relevant CBI aligned to Functional Math Skills (FMS) 3. Develop a school-wide environment promoting FMS i.e. signs, labels, and directives while participating in CBI activities 4. Collect and manage data on math IEP goals and CBI activities


3.11. All Variety School staff will participate in cultural competency/diversity professional development to occur during SBCT and/or during the school day




APPENDIX B - Family Engagement Plan

1.21. Schedule and hold monthly parent/family meetings 2. Teach/provide parents/families tools to increase FC skills in home/community 3. Hold annual meetings to review student progress 4. Provide families with uniform communication strip for home/community 5. Survey families for material/behavioral needs

Goal 1 Additional Family Engagement Action Step (Optional)

2.21. Conduct monthly parent/agency meetings 2. Invite parents in participate on the CBI trips 3. Teach/provide parents/families information to enhance FMS 4. Develop a schedule to meet individually with students/parents to review student progress aligned to FMS


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Reduce the number of students who are unable to functionally communicate their basic wants and needs across all eligibility categories.

Measurable Objective(s):

Increase the functional communication of the Variety School student population from by 50 % as measured by the functional communication screener.

StatusOn Task

Comments:

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

Mid-Year End-of-Year

1.11. Design and implement Communication Academy 2. Design monthly collaboration meetings (AT & Speech) 3. Provide staff with PD opportunities aligned to functional communication 4. Implement PD for teachers to align IEPs to functional communication goals 5. Facilitate professional conversations 6. Deliver PD in FC strategies to support staff

N/A

Progress

Barriers

Next Steps

1.21. Schedule and hold monthly parent/family meetings 2. Teach/provide parents/families tools to increase FC skills in home/community 3. Hold annual meetings to review student progress 4. Provide families with uniform communication strip for home/community 5. Survey families for material/behavioral needs

N/A

Progress



Barriers

Next Steps

1.3

1. Screen students for functional communication (FC) skills 2. Align IEP goals to Cleveland Clinic Children (CCC) curriculum 3. Collect data aligned to the FC goals 4. Facilitate professional reflective conversations aligned to FC 5. Identify and create uniform picture exchange materials 6. Develop/maintain progress monitoring schedule aligned to FC 7. Post assess 8. Case managers review confidential folders to ensure communication referrals and goals are implemented school-wide and up-to-date

N/A

Progress

Barriers

Next Steps

1.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Increase the percentage of students demonstrating growth in mathematics.


The percentage of students making positive growth toward their math IEP goals will increase from 75% to 80% by 2017 as indicated by the annual IEP Specialized Progress Report."

StatusOn Task

Comments:



2.11. PD on developing appropriate math IEP goals 2. PD on designing relevant CBI aligned to Functional Math Skills (FMS) 3. Develop a school-wide environment promoting FMS i.e. signs, labels, and directives while participating in CBI activities 4. Collect and manage data on math IEP goals and CBI activities

N/A

Progress

Barriers

Next Steps

2.2 1. Conduct monthly parent/agency meetings 2. Invite parents in participate on the CBI trips 3. Teach/provide parents/families information to enhance FMS 4. Develop a schedule to meet individually with students/parents to review student progress aligned to FMS N/A

Progress



Barriers

Next Steps

2.3 1. Classroom instruction directly aligned to FMS IEP goals. 2. Direct instruction of FMS aligned to CBI and/or field classes (Using gift cards, sale flyers, street signs, pricing on menus, etc.) 3. Pre-test and progress monitoring of FMS 4. Mastery of IEP goals from annual IEPs N/A

Progress

Barriers

Next Steps

2.4 N/A

Progress

Barriers

Next Steps




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


100% of Variety School staff will participate in a mandatory cultural competency/diversity professional development during the 2016-2017 school year as measured by sign in sheets.

StatusOn Task

Comments:



3.1 1. All Variety School staff will participate in cultural competency/diversity professional development to occur during SBCT and/or during the school day N/A

Progress

Barriers

Next Steps

3.2 N/A

Progress



Barriers

Next Steps

3.3 N/A

Progress

Barriers

Next Steps

3.4 N/A

Progress

Barriers

Next Steps



Documents

School Performance Plan - Clark County School District