School Performance Plan - Clark County School District · documents will be available upon request ☐ Use of Core Instructional Materials ☐ Scheduling ☐ Model ... and teaching

School Performance Plan

School NameBrookman, Eileen B ES

Address (City, State, Zip Code, Telephone):6225 E Washington Ave

Las Vegas, NV 89110-1893, (702) 799-7250

Superintendent/Assistant Chief: Pat Skorkowsky / Felicia Gonzales

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Elementary

Classification: 3 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 PositionStephenie Howe Parent Darren Hall Principal

Todd Yocum Assistant Principal Carolyn O'Connell-Neely Office ManagerKim Moss Kindergarten Teacher Stacy Coleman First Grade Teacher

Jeff McDonald Second Grade Teacher Andrea Robinson Third Grade TeacherAlana London Fourth Grade Teacher Kevin Sullivan Fifth Grade Teacher

Jennifer Gomez Music Teacher Allison Morvay Intermediate Autism Teacher

Nevada Department of Education Brookman, Eileen B ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/15/2016 Page 1 Nevada Department of Education - June 2016

Kristin Chase Stategist



COMPONENT I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)

DATA REVIEWED & ANALYZED:

Based on your schools NSPF results, identify what additional data have been reviewed and analyzed in development of the SPP.

School Data For General Education Including FRL English Language Learner (ELL) Data Special Education Data

Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)Statewide Assessments Achievement Gap Data Achievement Gap DataTeacher/Administrator Observation Data NA 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.Due to the testing irregularities for the 2014-15 school year, there is no way to establish or view trend data to analyze. From 2014 to 2016, students changed the form of the state assessment from the CRT to the SBAC. These are two completely different assessments that do not correlate. Brookman will continue the action steps developed in 2015-16 based on the data.

Brookman Elementary School experienced no significant growth in student performance in both ELA and Math from 2014-2015 on the Nevada Performance Framework. In ELA, Brookman students in grades 3-5 decreased proficiency from 65% in 2014 on the CRT to 46% in 2016 on the SBAC Assessment, and in the ELL student subgroup in grade 3-5 decreased proficiency from 35.35% in 2013 to 31.08 in 2014 to 31 in 2016.In Math, Brookman students in grades 3-5 decreased proficiency from 70% in 2014 on the CRT to 31% in 2016 on the SBAC Assessment, and in the ELL student subgroup in grade 3-5decreased proficiency from 50.51% in 2013 to 43.24% in 2014 to 20 in 2016.

The primary concern is to increase proficiency in ELA and Math among all levels.



COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 1

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

Priority Need/Goal 1:Increase Grade 3 proficiency rates in reading.

Root Causes:Reading strategies for comprehension, phonics, and reading skills taught inconsistently. Inconsistent and ineffective use of research based strategies in the teaching of reading skills. Root causes were evidenced by administrative observations and by decreased proficiency in ELA.

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading from 38.28% to 42.50% by 2017 as measured by state 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: Yes NCCAT-S Indicators: Provide professional development on reading strategies that focus on the CCSD Literacy Framework, small group instruction, and teaching phonics explicitly. Teacher collaboration time to plan for intervention students.

Teachers and Administration Training and materials during the fall on Explicit Phonics (subs paid out of general budget and Title 1) Professional development and materials on the CCSD Literacy Framework and Reading Strategies that align with its components

Administrative Observations, Lesson Plans, GLM Minutes, and Teacher sign-in sheets and session evaluations

One session of Explicit Phonics in the fall Minimum of monthly lesson plan checks, GLM minute checks, and teacher observations by administration.

On Task

Comments:



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

ResponsibleMonitoring Status

1.2 Family Engagement (Required)Continuation From Last Year:

YesNCCAT-S Indicators:

Brookman literacy night is scheduled during the year (February) to assist parents with strategies and activities to work with students at home in ELA areas.

Teachers for literacy night Literacy Committee (LTED) Make-it / Take-it materials and copies for parents from general budget

Parent sign-in sheets and evaluations

Literacy Committee monthly meeting minutes Teachers

On Task

Comments:

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

Year: YesNCCAT-S Indicators:

Teachers will implement strategies from the CCSD Literacy Framework, Explicit Phonics, and Accelerated Reader.

Brookman general budget and Title 1 to provide the Accelerated Reader Enterprise System, the training materials and sub pay for Explicit Phonics, and materials for activities/strategies from the CCSD Literacy Framework. Title I funding used for Explicit Phonics training/collaboration

Administrative Observations, Lesson Plans, and Teacher sign-in sheets and session evaluations

Administrative Observations and post-observation conferences Minimum of monthly Administrative lesson plan checks Teachers monitoring weekly AR and classroom data

On Task

Comments:

1.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: 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:Lack of effective collaboration across all grade levels on planning and aligning of NACS to classroom activities/curriculum. Inconsistent monitoring and use of strategies with students in interventions. All root causes have been evidenced by administrative observation and achievement gap data between highest performing and ethnic/racial subgroups in both reading and math.

Measurable Objective 1:Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 14.3 to 12.5 by 2016 as measured by state assessments.

Measurable Objective 2:Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 13.7 to 12 by 2016 as measured by state assessments.

Monitoring Status

N/A



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.


Position Responsible

Monitoring

Status

2.1 Professional Development (Required)Continuation From Last Year:

YesNCCAT-S Indicators:



Provide professional development on reading strategies that focus on the CCSD Literacy Framework, small group instruction, and teaching phonics explicitly. Provide professional development on Number Talks. Provide professional development on increasing student language capacity and student engagement through a book study.

Teachers and Administration Training and materials during the fall on Explicit Phonics (subs paid out of general budget and Title 1) Professional development and materials on the CCSD Literacy Framework and Reading Strategies that align with its components and the Number Talks book Books and PD extra pay

Administrative Observations, Lesson Plans, GLM Minutes, and Teacher sign-in sheets and session evaluations, book study agendas

One session of Explicit Phonics in the fall Number Talks sessions during morning meetings with support from Strategist Minimum of monthly lesson plan checks, GLM minute checks, and teacher observations by administration.

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:

Brookman literacy night and math night are scheduled during the year to assist parents with strategies and activities to work with students at home in curricular areas.

Teachers for literacy night Literacy Committee Make-it / Take-it materials and copies for parents from general budget

Parent sign-in sheets and evaluations

LTED Committee (Literacy, Math, and Science Sub-Committees) monthly meeting minutes Teachers and Administration

On Task

Comments:

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

Year: NCCAT-S Indicators:

Teachers will implement strategies from the CCSD Literacy Framework, Explicit Phonics, and Accelerated Reader in ELA Teachers will implement Number Talks in Mathematics Teachers will implement Lexia with students in Tier II and III of the RTI process

Brookman general budget and Title 1 to provide the Accelerated Reader Enterprise System, the training materials and sub pay for Explicit Phonics, and materials for activities/strategies from the CCSD Literacy Framework. Brookman general budget used for Number Talks Books

Administrative Observations, Lesson Plans, and Teacher sign-in sheets and session evaluations Lexia student data reports

Administrative Observations and post-observation conferences Minimum of monthly Administrative lesson plan checks Teachers monitoring weekly AR, Lexia, and classroom data

On Task

Comments:

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



N/A

Comments:





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

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

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

Monitoring Status

N/A



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.


Position ResponsibleMonitoring Status

3.1 Professional Development (Required) Continuation From Last Year: NCCAT-S Indicators: All staff will participate in a professional development session provided by the District's Equity and Diversity Department.

Training materials from E&DD Sign-in sheetsand/or pathlore transcript of classes, Teacher observation data (NEPF)

The principal is responsible for ensuring this action step takes place during SBCT.

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:

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 I $183,960.00The purpose of these funds is to raise student achievement through the use of a CTT for student enrichment intervention, a learning strategist position, licensed collaboration with extra duty pay and substitutes, software for student use, licensed professional development extra duty pay, technology, and parent involvement 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.Administration reviews all files, resumes, and any information available on candidates. After screening that information, interviews for teaching positions are conducted by members of the teaching staff along with Administration. Once selected and hired, new staff are assigned an on-site, grade level mentor to work with and provide assistance. Grade levels, Administration, and the Learning Strategist each meet with new teachers prior to the beginning of the school year (or when hired) to welcome and review procedures and policies.

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.Brookman holds a literacy night, math night, and science fair during the year to assist parents with activities to work with students at home in curricular areas. A teacher meet-greet is held prior to the start of the school year, and an Open House is held in September for families and the community. Conferences are held in December for teachers to review student progress and to clarify academic language and questions. The PTA holds various events throughout the year to involve the community.

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.).Information is provided to families for new FDK students entering Brookman in the fall. A Magnet School presentation is done in the fall. Middle School transition and registration activities are provided to fifth grade students in the spring, along with a MS site visit. Parent meetings are held to transition students from various special education programs to Brookman and/or Middle School. The SEIF also communicates with staff at other schools to ease transition of special needs students.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.The school leadership team was formed to make school-based decisions. The team meets twice monthly. That information is also shared at grade level meetings held weekly. Grade levels also meet in PLCs to develop long-range plans for curricular areas and common grade level assessments to be used by teachers to monitor student progress and the implementation of NACS. Quarterly FOCUS meetings are held by grade level to review student assessment data (AIMS/GL) and make mid-course corrections.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsSchool administration, teacher leaders, and staff work together to ensure that all available funding sources are coordinated to provide effective teacher, student, and family support. For example, funding from state legislature has provided class-size reduction in grades one through three, as well as FDK. Title 1 funds have provided for teacher training and collaboration, technology and tech support, and a certified tutor and strategist position.



APPENDIX A - Professional Development Plan

1.1Provide professional development on reading strategies that focus on the CCSD Literacy Framework, small group instruction, and teaching phonics explicitly. Teacher collaboration time to plan for intervention students.

Goal 1 Additional PD Action Step (Optional)

2.1Provide professional development on reading strategies that focus on the CCSD Literacy Framework, small group instruction, and teaching phonics explicitly. Provide professional development on Number Talks. Provide professional development on increasing student language capacity and student engagement through a book study.


3.1All staff will participate in a professional development session provided by the District's Equity and Diversity Department.




APPENDIX B - Family Engagement Plan

1.2Brookman literacy night is scheduled during the year (February) to assist parents with strategies and activities to work with students at home in ELA areas.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Brookman literacy night and math night are scheduled during the year to assist parents with strategies and activities to work with students at home in curricular areas.


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase Grade 3 proficiency rates in reading.

Measurable Objective(s):

Increase the percent of 3rd grade students proficient in reading from 38.28% to 42.50% by 2017 as measured by state 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 Provide professional development on reading strategies that focus on the CCSD Literacy Framework, small group instruction, and teaching phonics explicitly. Teacher collaboration time to plan for intervention students.

Progress

Barriers

Next Steps

1.2 Brookman literacy night is scheduled during the year (February) to assist parents with strategies and activities to work with students at home in ELA areas.

Progress



Barriers

Next Steps

1.3 Teachers will implement strategies from the CCSD Literacy Framework, Explicit Phonics, and Accelerated Reader.

Progress

Barriers

Next Steps

1.4

Progress

Barriers

Next Steps




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 lower performing ethnic/racial supergroup from 14.3 to 12.5 by 2016 as measured by state assessments.Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 13.7 to 12 by 2016 as measured by state assessments.

StatusN/A

Comments:



2.1Provide professional development on reading strategies that focus on the CCSD Literacy Framework, small group instruction, and teaching phonics explicitly. Provide professional development on Number Talks. Provide professional development on increasing student language capacity and student engagement through a book study.

Progress

Barriers

Next Steps

2.2 Brookman literacy night and math night are scheduled during the year to assist parents with strategies and activities to work with students at home in curricular areas.



Progress

BarriersNext Steps

2.3 Teachers will implement strategies from the CCSD Literacy Framework, Explicit Phonics, and Accelerated Reader in ELA Teachers will implement Number Talks in Mathematics Teachers will implement Lexia with students in Tier II and III of the RTI process

Progress

Barriers

Next Steps

2.4

Progress

Barriers

Next Steps




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


100% of licensed staff will participate in a mandatory cultural competency professional development session during the 2016-2017 school year as measured by sign-in sheets/pathlore transcript.

StatusN/A

Comments:



3.1 All staff will participate in a professional development session provided by the District's Equity and Diversity Department.

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 - Clark County School District · documents will be available upon request ☐ Use of Core Instructional Materials ☐ Scheduling ☐ Model ... and teaching