School Performance Plan - Clark County School District · School Performance Plan ... • After-School programs conducted by the music and STEAM teachers to provide enrichment activities

School Performance Plan

School NameFitzgerald, H P ES

Address (City, State, Zip Code, Telephone):2651 Revere St

N Las Vegas, NV 89030-3855, (702) 799-0600

Superintendent/Assistant Chief: Pat Skorkowsky / Jeff Geihs

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: Priority School

Grade Level Served: Elementary

Classification: 1 Star

NCCAT-S: Review

*1 and 2 Star Schools Only:Please ensure that the following

documents will be available upon request ☑ Use of Core Instructional Materials ☑ Scheduling ☑ Model School Visits

Members of Planning Team * ALL Title I schools must have a parent on their planning team that is NOT a district employee.

Name of Member Position Name of Member PositionBrenda Escobar Parent Fred Watson Principal

Sonja Clark Assistant Principal Sonia Ambalada Learning StrategistCarla Buchanan Data Coordinator Brenner Green Resource Teacher

Nevada Department of Education Fitzgerald, H P ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 01/13/2017 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

Formative Assessments Practice NA NAInterim Assessments NA NAStakeholder information NA NAStakeholder Survey Information NA NAFamily Engagement Data NA NAOther: Evaluate Other: Evaluate Other: EvaluateOther: AIMSWeb Other: Imagine Learning Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.Although statewide summative data is currently unavailable, Evaluate assessment data for grades 2-5 indicate that Fitzgerald ES has shown tremendous growth in student achievement scores. As of April, Evaluate data during the 2015-16 school year indicates:• An increase of over 35% growth in school-wide student proficiency for math as measured by Evaluate assessments.• An increase of over 14% growth in school-wide student proficiency for reading as measured by Evaluate assessments.• A growth of 20% in school-wide ELL student proficiency for math as measured by Evaluate assessments.• A reduction in the percentage of Emergent ELL students by 15% in reading as measured by Evaluate assessments.• A growth of 22% in school-wide IEP student proficiency for math as measured by Evaluate assessments.

Acuity Assessment data for grades K-1 indicate:• Over 80% of students in Kindergarten achieved a “meets” or “exceeds” score in reading.• Over 65% of students in First Grade achieved a “meets” or “exceeds” score in reading.• Over 65% of students in Kindergarten achieved a “meets” or “exceeds” score in math.• Over 65% of students in First Grade achieved a “meets” or “exceeds” score in math.

A goal was also set for 80% of Pre-K students to name and produce the sounds of 15 upper and lowercase letters by Spring benchmark. As of the Winter benchmark:• 53% (18 students) of Pre-K students have mastered this goal.• 41% (14 students) of Pre-K students are approaching this goal.• 6% (2 students) of Pre-K students are at the emergent level for this goal.

Although the most current Evaluate and Acuity assessment data show tremendous student achievement growth, the last statewide summative data from 2014 indicated declines in proficiency in grades 3-5 since 2012 including a 14.41% and 10.49% decline in overall scores in math and reading respectively. IEP students in grades 3-5 had an overall 20% decline in math. FRL and LEP experienced declines of 14.82% and 10.34% respectively. The last NCCAT data also indicated low scores for the use of classroom assessments aligned to content standards and a lack of teacher PD focused on student achievement.

Based on the last NCCAT and NSPF information, student assessments were not used to support instructional practices and/or progress monitor. Instructional materials were also cited as not aligned to the standards and the technology does not fully support instruction in the classroom. During the 2015-16, many new initiatives were implemented to address these concerns including: • A new math, reading, and writing curriculum was implemented to increase rigor and expectations.



• A weekly extended day was implemented to provide professional development in effective Tier 1 instructional strategies, with a focus on small group instruction to meet the needs of all students.• Professional Learning Communities (PLC) were implemented to analyze formative assessment data, identify deficit skills, and make informed instructional adjustments to increase student achievement in reading and math.• iPads were purchased to provide teachers with opportunities to utilize online programs for differentiated instruction, as well as provide students with opportunities to utilize a Scholastic online library for independent reading at their instructional level.

Although we have shown growth in student achievement, more than 50% of students in grades 2-5 currently are non-proficient in reading and more than 40% of students in grades 2-5 are non-proficient in math as measured by Evaluate data. With these deficit gaps in mind, observational data shows that progress during the 2016-17 school year must continue to be made schoolwide to address the following areas of concern: • Lack of consistency with Tier 1 instruction. Teachers must become more proficient at unwrapping standards and ensuring that they are teaching what the standard asks to teach.• Lack of consistent implementation of classroom formative assessments. Teachers must develop proficiency with a short cycle assessment process for each standard which encompasses a pre-test to identify which prerequisite skills need to be taught; effective instruction through a gradual release model; and the utilization of a post-test to identify deficit skills and what needs to be re-taught. • Lack of consistency with differentiated, small group instruction that addresses the deficits of all students. Fitzgerald staff must become more consistent at analyzing formative classroom data and planning productive small group activities and tasks to address the needs of all students.

These areas of need were addressed by funding for the 2016-17 school year:• Additional learning strategists and class size reduction teachers will be hired to address the needs of all students by conducting small group Tier 1 instruction in early literacy skills. This will ensure that students develop the skills needed to become proficient readers by grade 3.• An extended day to provide teachers with extensive professional development opportunities. These trainings will be designed to increase teachers’ knowledge of the most effective instructional strategies, as well as the PLC process to analyze data, identify deficit skills, implement a short cycle assessment process, and make informed instructional adjustments to meet the needs of all students.• After-School programs conducted by the music and STEAM teachers to provide enrichment activities for all students.• Additional iPads to allow teachers to utilize online programs to differentiate Tier 1 instruction, and provide students the opportunity to access online Scholastic libraries for independent reading.• Wraparound services to provide parents with food, clothing, and life supports needed to conduct a healthy, nurturing, home environment for their children. Resolving these home life needs, allows students to just come to school to learn free of distractions.



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.

Root Causes:Lack of differentiated instruction and consistency with Tier I instruction has contributed to non-proficient students.

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading from 19% to 27% by spring 2017 as measured by state assessment (SBAC).

Measurable Objective 2:Increase reading proficiency from 6% (Sept 2016) to 32% (May 2017) and from 10% (October 2016) to 29% (April 2017) as measured by Evaluate.

Measurable Objective 3:80% of preschool students will be to identify the names of 15 upper and lower case letters by Spring 2017 benchmark as measured by the Teaching Strategies Gold assessment. 80% of preschool students will be able to produce the correct sound for 15 letters by Spring 2017 benchmark as measured by the Teaching Strategies Gold assessment.

Measurable Objective 4:Reduce the number of K-3 students who score in the “Tier 3” range by 10% during the Winter 2016 and Spring 2017 AIMSweb benchmarks. Reduce the number of K-3 students who score in the “Tier 2” range by 10% during the Winter 2016 and Spring 2017 AIMSweb benchmarks.

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: 1.2, 2.1



4 full-day professional development sessions provided by Solution Tree to focus on identifying essential standards, setting up pacing calendars, and developing short cycle assessments. (NDE T.O.A. Tier I instruction) This will be supported ongoing through the hiring of a onsite PLC coach/data strategist and through Interactive Web Conferences 4 times per year with the leadership team and Solution Tree. Grade level representatives will further enhance their knowledge of conducting productive PLC meetings by attending the Solution Tree PLC conference in the summer of 2017. PD on how to implement data-driven instruction aligned with NVACS, differentiate support strategies for teachers increasing rigor and expectations. Evaluate assessment/data analysis professional development will be provided. PD on using WIDA results for ELLs. Engagement strategies PD (Kagan) will be continued and teachers will participate in a book study and onsite professional development from Dr. Robert Green. Professional conferences (ASCD/Model Schools or Similar) will be available to select teachers. Finally, PD on incorporating technology into STEAM instruction will be provided. (NDE T.O.A. PLC)

; Data Strategist ($67,741: 1003-a funds); Strategist ($57,109: Title I TAZ); Literacy Specialist ($75,000: Title I); August Teacher Collaboration (Title I TAZ: $17,250); Stem lab kits & materials ($1,360: Title I); technology ($33,000: Title I);, Kagan Training ($3,000: Title I TAZ); iReady Training ($3,000: Title I TAZ); Scholastic Reading Consultant ($6,000: Title I TAZ); Contract with Solution Tree ($39,000: Title I Set aside) (Victory) Extended day PD 8(e) ($50,000:), Literacy First Consultant 8(e)($34,500:); Evaluate 8(e) ($13,221: ); Dr. Green 8(e) (: $5,000). ASCD/Model Schools Conference 8(e)($6,000: );

Professional Development Agendas, Evaluations and Sign-In Sheets, Classroom Walk-through Data - evidence of short-cycle assessments as a result of PLC discussions. Lesson Plan Reviews - Lesson plans will reflect grouping structures, including Kagan strategies. Student Achievement Results: subgroups will show an increase in skill acquisition as evidenced by bi-monthly progress monitoring using Evaluate assessments. Student and teacher attendance will increase, while discipline referrals will decrease.

Solution Tree Consultant (Four onsite trainings): August, September, November, March. Web Conferences (5 IWC): October, November, December, January, February Kagan Training: TBD Evaluate Training: TBD Robert Green Book Study/Coaching: (during Thursday professional development) Ongoing PD for various school-related programs: morning meetings, sub release time, Saturday Professional Development; Status Checks monthly with SID for problem solving/monitoring of plan implementation.

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 Year: Yes NCCAT-S Indicators: 1.4, 3.1Engagement in on -site trainings such as, but not limited to: Reading Development, Effective Home-School Communication, Language Acquisition (ELL subgroup), Vocabulary and Comprehension Strategies (ELL, IEP, and FRL subgroups), Health & Wellness/Nutrition Workshops and Technology through the hiring of a facilitator and a partnership with the Communities in Schools program. Partnership with Future Smiles to provide onsite dentistry.

Materials for family engagement activities ($97: Title I); Rosetta Stone licenses ($1,490: Title I); Refreshments ($400: Title I); Wireless PA System for announcements at Parent Events (Title I TAZ: $975); Future Smiles 9(a)($4,200: Victory); Lucille Young 9(a)($2,000: Victory); School Community Facilitator 9(a)($17,370: Victory); Community Liaison Support Staff 9(b)($15,467: Victory);

Calendar of Events, Sign-in Sheets, Agendas Evaluations from family nights Data to track the frequency and type of wraparound services provided to families Data to track the frequency and type of health and wellness services provided to families

Ongoing throughout the year beginning in September. A detailed calendar will be developed Status Checks monthly with SID for problem solving/monitoring of plan implementation.

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1.4, 2.1, 3.6



Working in collaboration with the PLC coach, teachers will identify essential standards, set up pacing calendars, and develop short cycle assessments. This will drive the collaboration time and lesson planning. (NDE T.O.A. Tier I instruction) In class reading skills groups utilizing the iReady/Ready and Accelerated Reader will be implemented for grades K-5. Teachers will utilize the reading skills groups to focus on early literacy skills, reading comprehension, differentiated instruction, and interventions (Corrective Reading/Reading Mastery) to address the reading skill deficits for each student. eBooks will be accessed using iPads and/or laptops.

Instructional Coach (1003a: $67,741); iPads and Cases (Title I: $27,480); Headphones (Title I: $504); iPad carts (Title I: $5,600); iReady Math/Reading program (Title I TAZ: $15,900); Contract with Solution Tree ($39,000: Title I Set Aside) Instructional Aides in Kindergarten 8(g) (Victory: $55,818); Scholastic Magazine Subscription 9(d)(Victory: $1700); Storia 9(d)(Victory: $7,250); AR Reading Materials 9(d)(Victory: $9,000); Ipads, covers, head phones, laminator 9(d) $74,823, Ipad carts 9(d) $8,399

PLC Coach will keep a log of support provided PLC forms will be completed at each session (includes data analysis, next steps, instructional decisions, etc.) NEPF observational data collected by administration Student achievement data Master Schedule The reading skills groups will be monitored through administrative observations, instructional rounds, and formative and summative assessment data.

Status Checks monthly with SID for problem solving/monitoring of plan implementation. The reading skills groups will be begin in November and run throughout the school year. School Administration, instructional coaches and learning strategist will be responsible for ensuring implementation. PLC coach will ensure short-cycle assessments are developed and PLC meetings are focused on the results.

N/A

Comments:

1.4 Other (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: Two three-year-old Pre-K programs will be continued in the 16-17 school year to address deficits in the early literacy skills. The Pre-K curriculum will be utilized to provide an academic based focus and exposure to basic phonics and phonemic awareness skills

Title I: Funds 3-year-old Pre-K United Way: Funds 4-year-old Pre-K

Progress monitoring logs Administrative observations Student achievement data Master Calendar The Pre-K programs will be monitored through administrative observations, instructional rounds, and formative and summative assessment data. Pre- and Post-test design to measure increase in literacy skills.

The Pre-K programs will begin in August and run throughout the 16-17 school year. School administration and teachers will be responsible for implementation.

N/A

Comments:




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

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 understanding of essential standards and utilization of formative assessments to identify and address identified needs.

Measurable Objective 1:Reduce the math proficiency gap between the District's highest performing subgroup and the schools lower performing ethnic/racial supergroup from 43% to 38% by 2017 as measured by state assessment (SBAC).

Measurable Objective 2:Reduce the reading proficiency gap between the District's highest performing subgroup and the schools lower performing ethnic/racial supergroup from 54% to 59% by 2017 as measured by state assessment (SBAC).

Measurable Objective 3:Increase math proficiency from 1% (Sept 2016) to 61% (May 2017) and from 5% (October 2016) to 48% (April 2017) as measured by Evaluate.

Measurable Objective 4:Increase math proficiency form 15% (2015-2016) to 23% (2016-2017) based upon SBAC.

Monitoring Status

N/A




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: 1.2, 1.5, 2.2




Data Strategist ($67,741: 1003-a funds); Strategist ($57,109: Title I TAZ); Literacy Specialist ($75,000: Title I); August Teacher Collaboration (Title I TAZ: $17,250); Stem lab kits & materials ($1,360: Title I); technology ($33,000: Title I); Kagan Training ($3,000: Title I TAZ); iReady Training ($3,000: Title I TAZ); Scholastic Reading Consultant ($6,000: Title I TAZ); Contract with Solution Tree ($39,000: Title I Set Aside) Literacy First Consultant 8(e)($34,500: Victory); ASCD/Model Schools Conference 8(e)($13,000: Victory); Evaluate 8(e)($13,221: Victory); Dr. Green 8(e) (Victory: $3,000). Extra duty pay PD 8(e)($50,000: Victory), Travel: 8(e)($13,000 Victory), Pay for Performance: $12,250 (8f), Prep Buyout: ($8,000 (8f) Victory), Gerry Born: 8(d) ($3,000 Victory), Virtual 3D training 8(e)$3,500

Professional Development Agendas, Evaluations and Sign-In Sheets, Classroom Walk-through Data - evidence of short-cycle assessments as a result of PLC discussions. Lesson Plan Reviews - Lesson plans will reflect grouping structures, including Kagan strategies. Student Achievement Results: subgroups will show an increase in skill acquisition as evidenced by bi-monthly progress monitoring using Evaluate assessments. Student and teacher attendance will increase, while discipline referrals will decrease.

Solution Tree Consultant (Four onsite trainings): August, September, November, March. Web Conferences (5 IWC): October, November, December, January, February Kagan Training: TBD Evaluate Training: TBD Robert Green Book Study/Coaching: (during Thursday professional development) Ongoing PD for various school-related programs: morning meetings, sub release time, Saturday Professional Development; Status Checks monthly with SID for problem solving/monitoring of plan implementation.

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 Year: Yes NCCAT-S Indicators: 1.9Engagement in on -site trainings such as, but not limited to: Reading Development, Effective Home-School Communication, Language Acquisition (ELL subgroup), Vocabulary and Comprehension Strategies (ELL, IEP, and FRL subgroups), Health & Wellness/Nutrition Workshops and Technology through the hiring of a facilitator and a partnership with the Communities in Schools program. Partnership with Future Smiles to provide onsite dentistry.

Materials for family engagement activities ($97: Title I); Rosetta Stone licenses ($1,490: Title I); Refreshments ($400: Title I); Wireless PA System for announcements at Parent Events (Title I TAZ: $975); Printing Costs 9(b)($5,000: Victory); Future Smiles 9(a)($4,200: Victory); Lucille Young 9(a)($2,000: Victory); School Community Facilitator 9(a)($17,370: Victory); Community Liaison Support Staff 9(b)($15,467: Victory); Licensed Salary: $58459 (8f), Painting: Mural, Logo 9(d) $20,000

Calendar of Events, Sign-in Sheets, Agendas Evaluations from family nights Data to track the frequency and type of wraparound services provided to families Data to track the frequency and type of health and wellness services provided to families

Ongoing throughout the year beginning in September. A detailed calendar will be developed Status Checks monthly with SID for problem solving/monitoring of plan implementation.

N/A

Comments:

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

Year: NoNCCAT-S Indicators: 1.2, 1.6, 2.2



Working in collaboration with the PLC coach, teachers will identify essential standards, set up pacing calendars, and develop short cycle assessments. This will drive the collaboration time and lesson planning, including differentiated instruction. Additional teachers will be added in 4th and 5th grade to reduce class sizes and provide smaller group, differentiated instructional opportunities. CCT/PPT support will be provided during small-group, differentiated instruction. (NDE T.O.A. PLC, Tier I instruction) After-school tutoring will provide targeted, skill-based, small group additional instruction to students identified through Evaluate assessments. Specialists will sell their prep period to provide additional instructional opportunities to identified students.

Instructional Coach (1003a: $67,741); 4th grade teacher (Victory: $58,459); 5th grade teacher (Title I: $75,000); CTT (Title I: $14,300); PPT (1003a: 14,000); (iPads and Cases (Title I: $27,480); Headphones (Title I: $504); iPad carts (Title I: $5,600); iReady Math/Reading program (Title I TAZ: $15,900); Extra duty pay (Title I TAZ: $17,250); Contract with Solution Tree ($39,000: Title I Set Aside) Prep buyout 8(f) (Victory: $8,000); Instructional Aides in Kindergarten 8(g)(Victory: $55,818); Scholastic Magazine Subscription 9(d)(Victory: $1700); Storia 9(d)(Victory: $7,250); AR Reading Materials 9(d)(Victory: $9,000); Scholastic Magazines: 9(d)(Victory $1700) Math, Reading Workbooks: 9(d)($33,000 Victory), Licensed Salary: $58459 (8f), General Supplies 9(d)$10,000, Ipads, covers, head phones, laminator 9(d) $75,811, Ipad carts (3) 9(d) $8,399

PLC Coach will keep a log of support provided. PLC forms will be completed at each session (includes data analysis, next steps, instructional decisions, etc.). NEPF observational data collected by administration. Student achievement data. Master Schedule Progress monitoring logs. Administrative observations. Student achievement data Master Calendar

Status Checks monthly with SID for problem solving/monitoring of plan implementation. The reading skills groups will be begin in November and run throughout the school year. School Administration, instructional coaches and learning strategist will be responsible for ensuring implementation. PLC coach will ensure short-cycle assessments are developed and PLC meetings are focused on the results.

N/A

Comments:

2.4 Other (Optional) Continuation From Last Year: No NCCAT-S Indicators: STEAM lab is a new "special" where every student will rotate into this class on a weekly basis. In addition, STEAM robotics and Music (Violin Program) and Book Club will be offered before/after-school for students. A showcase will be provided to demonstrate students abilities and talents. Summer Program

(1) Pallet of Paper, Poster Board for Anchor Charts, Lego simple machines 30pk, Lego Story Starter Kit (Title I TAZ: $5,200); Copiers for student use (Title I TAZ: $25,888); Virtual 3D Steam Lab 9(d)(Victory: $55,000); Gerry Born 8(d) (Victory: $3,000); Administrative Stipend: $8,000 (8c), Catapult Summer Program:($30,000 (8c) Victory)

Master Schedule will include the STEAM lab. Student rosters will track student participation in before/after school activities and clubs. Attendance at the showcase will verify participation.

Ongoing throughout the 16-17 school year. Teachers and administrators are responsible for implementing this action step. Progress will be documented through monthly monitoring meetings.

N/A

Comments:




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

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

Root Causes:Three year trend data indicate Grades 3-5 mathematics and reading scores were stagnant or declined from 2012-2014. The NSPF Performance Indicators reflects 1.0 points earned for Reductions in Achievement Gaps (5%). Tier 1 instruction has not been aligned to standards and the results of formative assessments have not been consistently used to assess student progress.

Measurable Objective 1:100% of staff will participate in a 2 hour cultural competency professional development training during the 2015-2016 school year as measured by sign-in sheets and pathlore transcripts.

Measurable Objective 2:Reduce the number of RPCs (178 in 2015-16) and out of school suspensions (18 in 2015-16) by 25 percent by the end of the 2016-17 school year.

Measurable Objective 3:Increase the percentage of proficient students by 19% (SBAC)through the participation in the Summer Reading Program by July 2017.

Monitoring Status

N/A




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: 1.3, 1.4Mandatory PD in Cultural Responsiveness to ensure achievement for all students on measures of performance including those that moves beyond academics. PD will increase capacity to build effective relationships between the school/community to reduce or eliminate gaps in achievement and opportunity.

Cultural Responsiveness Framework workshops (CCSD) facilitated by Equity and Diversity in partnership with National Academic Educational Partners and other community based organizations provided during the 2015-2016 school year.

Sign-in sheets Pathlore Transcripts Classroom observations (NEPF) documentation will reflect implementation of strategies learned through PD provided to teachers.

Responsible Department: CCSD Equity and Diversity department Timeline: 2 hours of professional development on a designated Staff Development Day.

N/A

Comments:



Action StepResources and Amount

NeededList Artifacts/Evidence

Timeline and Position

Responsible

Monitoring

Status

3.2 Family Engagement (Optional)Continuation From Last Year:

YesNCCAT-S Indicators:

A school beautification initiative is in place to create a more welcoming environment for students, parents, teachers, staff, and the community. All stakeholders will be involved in this project geared toward creating a place where everyone feels proud to be a part of the Fitzgerald community.

School beautification materials (Specific materials yet to be determined: Victory: $20,470.88)

Physical attribute improvement will document this action step occurred.

Ongoing throughout the 16-17 school year. Monthly monitoring will document progress toward this action step.

N/A

Comments:

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

Comments:

3.4 Other (Optional) Continuation From Last Year: No NCCAT-S Indicators: Up to 100 students in grades 2-4 will participate in a 3 week remedial and enrichment summer reading program provided by Catapult Learning.

Contract with Catapult Learning (Victory: $30,000)

Attendance data and pre-post test design will be utilized to ensure this action step was implemented and to measure the impact it had on the participants.

June (2017) Principal is responsible for ensuring this action step takes place. Monthly monitoring will document progress towards implementation.

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 YearPurposes for which funds are used (include targeted audience, specific activities, intended outcomes, etc.)

Applicable

Goal(s)

Title I (TAZ) $165,500.00

Strategist (Angela) $79,000; After School Tutoring (10 teachers x 3 hours/week x 25 weeks) $17,250; August Collaboration (30 teachers x 6 hours) $4,500; Extra Duty Pay $1,656; Scholatic Consultant 2 days onsite$6,000; Kagan & Ready Training $6,500; General Supplies $5,200; graphics $500; iReady Math & Reading $15,900; Wireless PA system, headphones, toner $2,956; Copiers for student use $25,888.

Goals 1 and 2

Title I $200,727.00 Learning Strategist ($75,000), Grade 5 Class-size reduction teacher ($75,000), CTT $14,300, iPad Carts $5,600, iPad Airs and cases $27,480, STEAM kits/Lego robotics kits $1,360, Materials for family engagement activities $1,987. Goals 1 and 2

1003 (a) $109,000 Data Strategist/Coach $67,741; Paraprofessional Tutor $14,000; Goals 1 and 2

Victory $640,262

Administrative Stipend: $8,000 (8c)

Licensed Salary: $58459 (8f)

4th grade teacher

Prep Buyout: STEAM, Music, & Library teachers $8,000 (8f)

Pay for Performance: $12,250 (8f)

Category 1: $250 x 39

Category 2: $500 x 5

Extended day PD: $50,000 (8e)

Goals 1, 2 and 3



Victory

Support Staff Salary: Kindergarten Aides: $55,818 8(g)

School Community Liaison: $15467 (9b)

Lucille Young: $2,000 (9a)

Communities in Schools: $17,370 (9a)

Gerry Born: $3,000 (8d)

Future Smiles: $4,200 (9a)

Catapult Summer Program: $30,000 (8c)

Goals 1, 2 and 3

Victory

Robert Green: 8(e)$5000

Literacy First: 8(e)34,500

Virtual 3D training 8(e)$3,500

ASCD/Model Schools Conferences: 8(e) $6,000

Travel out of district: 8(e)$13,000

Painting: Mural, Logo 9(d) $20,000

Printing: Parent information 9(b) $5,000

General Supplies Catapult Learning 9(d)$10,000

Scholastic Magazines: (9d) $1700

Math, Reading Workbooks:(9d) $33,300

Evaluate: $13,221.00 (8e)

Storia eBooks: $7,250 (9d)

AR Reading Materials: $9,000 (9d)

Goals 1, 2 and 3



Victory

Ipads, covers, head phones, laminator 9(d) $74,823

Virtual 3D STEAM labs $55,000 (9d)

Ipad carts (3) 9(d) $8,399Goals 1, 2 and 3

United Way $312,000 4 year old Pre-K Program Goal 1Title I Set Aside $39,000 Solution Tree PD 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 work to create a positive school climate focused on collaboration and success for all students. We work very hard to recruit only the most highly qualified teachers who have evidence of effective instructional performance either in their previous or student teaching experience. Once those teachers are here, we provide the individualized support that they need to facilitate positive transition. Our goal is for them to remain at our school and provide high quality education to each student.

2. Describe the school's strategies to increase family engagement in accordance with Section 1118 of NCLB (see resource link), such as family literacy services and the provision to parents on how the school will share academic information in a language they understand.We host a back to school event prior to the first day of school. We share academic progress/performance at our Title I monthly parent meeting, "2nd Cup of Coffee", at TA meetings, and during parent conferences. Progress reports are sent every three weeks and grades are posted weekly on Infinite Campus. Ongoing opportunities for parent participation through cultural assemblies, math and literacy nights, as well as bi-weekly trainings provided by the ELL department.

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.).We work closely with families to provide the support they need to transition to K/3-Year Old program and transition to our 4 Year Old program successfully. We coordinate efforts for families to provide them access to Head Start programs and collaborate as needed w/outside agencies & programs to create a successful transition to the school campus. Our students visit our feeder MS & our counselor meets with our 4th/5th grade parents to inform them of the expectations of MS students.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.We have established STPT sessions and PLC sessions scheduled into our yearly calendar coordinated with our assessment schedule. Teachers have specific guidelines and documentation logs associated with each session that includes a time for data analysis and how they will utilize that data to drive instruction.Vertical articulation meetings allow grade levels to share BOY and EOY data to specifically target areas of concern. Strategies are identified to close achievement gaps.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsWe utilize all resources (fiscal and people) in a coordinated manner to implement our school improvement efforts. We coordinate Title I funds, TAZ funds, PASS funds, School Improvement Funds, and Title III funds along with our flex budget to ensure that we maximize resources to increase student achievement scores for every student.



APPENDIX A - Professional Development Plan

1.14 full-day professional development sessions provided by Solution Tree to focus on identifying essential standards, setting up pacing calendars, and developing short cycle assessments. (NDE T.O.A. Tier I instruction) This will be supported ongoing through the hiring of a onsite PLC coach/data strategist and through Interactive Web Conferences 4 times per year with the leadership team and Solution Tree. Grade level representatives will further enhance their knowledge of conducting productive PLC meetings by attending the Solution Tree PLC conference in the summer of 2017. PD on how to implement data-driven instruction aligned with NVACS, differentiate support strategies for teachers increasing rigor and expectations. Evaluate assessment/data analysis professional development will be provided. PD on using WIDA results for ELLs. Engagement strategies PD (Kagan) will be continued and teachers will participate in a book study and onsite professional development from Dr. Robert Green. Professional conferences (ASCD/Model Schools or Similar) will be available to select teachers. Finally, PD on incorporating technology into STEAM instruction will be provided. (NDE T.O.A. PLC)

Goal 1 Additional PD Action Step (Optional)

2.14 full-day professional development sessions provided by Solution Tree to focus on identifying essential standards, setting up pacing calendars, and developing short cycle assessments. (NDE T.O.A. Tier I instruction) This will be supported ongoing through the hiring of a onsite PLC coach/data strategist and through Interactive Web Conferences 4 times per year with the leadership team and Solution Tree. Grade level representatives will further enhance their knowledge of conducting productive PLC meetings by attending the Solution Tree PLC conference in the summer of 2017. PD on how to implement data-driven instruction aligned with NVACS, differentiate support strategies for teachers increasing rigor and expectations. Evaluate assessment/data analysis professional development will be provided. PD on using WIDA results for ELLs. Engagement strategies PD (Kagan) will be continued and teachers will participate in a book study and onsite professional development from Dr. Robert Green. Professional conferences (ASCD/Model Schools or Similar) will be available to select teachers. Finally, PD on incorporating technology into STEAM instruction will be provided. (NDE T.O.A. PLC)


3.1Mandatory PD in Cultural Responsiveness to ensure achievement for all students on measures of performance including those that moves beyond academics. PD will increase capacity to build effective relationships between the school/community to reduce or eliminate gaps in achievement and opportunity.




APPENDIX B - Family Engagement Plan

1.2Engagement in on -site trainings such as, but not limited to: Reading Development, Effective Home-School Communication, Language Acquisition (ELL subgroup), Vocabulary and Comprehension Strategies (ELL, IEP, and FRL subgroups), Health & Wellness/Nutrition Workshops and Technology through the hiring of a facilitator and a partnership with the Communities in Schools program. Partnership with Future Smiles to provide onsite dentistry.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Engagement in on -site trainings such as, but not limited to: Reading Development, Effective Home-School Communication, Language Acquisition (ELL subgroup), Vocabulary and Comprehension Strategies (ELL, IEP, and FRL subgroups), Health & Wellness/Nutrition Workshops and Technology through the hiring of a facilitator and a partnership with the Communities in Schools program. Partnership with Future Smiles to provide onsite dentistry.


3.2A school beautification initiative is in place to create a more welcoming environment for students, parents, teachers, staff, and the community. All stakeholders will be involved in this project geared toward creating a place where everyone feels proud to be a part of the Fitzgerald community.




APPENDIX C - Monitoring/Evaluation

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

Measurable Objective(s):

Increase the percent of 3rd grade students proficient in reading from 19% to 27% by spring 2017 as measured by state assessment (SBAC).Increase reading proficiency from 6% (Sept 2016) to 32% (May 2017) and from 10% (October 2016) to 29% (April 2017) as measured by Evaluate.80% of preschool students will be to identify the names of 15 upper and lower case letters by Spring 2017 benchmark as measured by the Teaching Strategies Gold assessment. 80% of preschool students will be able to produce the correct sound for 15 letters by Spring 2017 benchmark as measured by the Teaching Strategies Gold assessment.Reduce the number of K-3 students who score in the “Tier 3” range by 10% during the Winter 2016 and Spring 2017 AIMSweb benchmarks. Reduce the number of K-3 students who score in the “Tier 2” range by 10% during the Winter 2016 and Spring 2017 AIMSweb benchmarks.

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


On Task

Progress

Plan was shared with the staff Aug. 25th and shared with the community at the Open House. Solution Tree provided PD before students came back. PLCs have met to look at SBAC data. Read by Three training, Early intervention, Staff PD on district restructuring and creating a budget, Scholastic training on how to use leveled books and Training on functional PLCs.

Barriers



Next Steps Data strategist is leaving and the position will need to be filled. PLCs will meet to look at the Evaluate data.

1.2

Engagement in on -site trainings such as, but not limited to: Reading Development, Effective Home-School Communication, Language Acquisition (ELL subgroup), Vocabulary and Comprehension Strategies (ELL, IEP, and FRL subgroups), Health & Wellness/Nutrition Workshops and Technology through the hiring of a facilitator and a partnership with the Communities in Schools program. Partnership with Future Smiles to provide onsite dentistry.

On Task

Progress English classes in parent center. Fall Festival was Oct. 27th, Family Picnic Oct. 29th. Parent Mtg. on SB 394 and Read by Three information on how to help their child at home.

Barriers

Next Steps FACES parent involvement. The school will be featured on Channel 8 "Whats Cool In School", collaborative Virtual reality Nov 11th.

1.3

Working in collaboration with the PLC coach, teachers will identify essential standards, set up pacing calendars, and develop short cycle assessments. This will drive the collaboration time and lesson planning. (NDE T.O.A. Tier I instruction) In class reading skills groups utilizing the iReady/Ready and Accelerated Reader will be implemented for grades K-5. Teachers will utilize the reading skills groups to focus on early literacy skills, reading comprehension, differentiated instruction, and interventions (Corrective Reading/Reading Mastery) to address the reading skill deficits for each student. eBooks will be accessed using iPads and/or laptops.

On Task

Progress

SBAC: ELA proficient: Overall 18%, 3rd 21%, 4th 15%, 5th 19%. Subgroup proficient: Black 13%, Caucasian 40%, Hispanic 22%, Multi 25% SBAC Math proficient: Overall 15%, 3rd 21%, 4th 14%, 5th 10% Subgroup proficient:black 13%, Caucasian 40%, Hispanic 13%, Multi 17% October Evaluate: Math-2nd-40%, 3rd-28%, 4th- 25%, 5th 21%. ELA -2nd-31%, 3rd-31%, 4th-39%, 5th 32%

Barriers

Next Steps The school will soon begin using SBAC interim assessments.

1.4 Two three-year-old Pre-K programs will be continued in the 16-17 school year to address deficits in the early literacy skills. The Pre-K curriculum will be utilized to provide an academic based focus and exposure to basic phonics and phonemic awareness skills N/A

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 the schools lower performing ethnic/racial supergroup from 43% to 38% by 2017 as measured by state assessment (SBAC).Reduce the reading proficiency gap between the District's highest performing subgroup and the schools lower performing ethnic/racial supergroup from 54% to 59% by 2017 as measured by state assessment (SBAC).Increase math proficiency from 1% (Sept 2016) to 61% (May 2017) and from 5% (October 2016) to 48% (April 2017) as measured by Evaluate.Increase math proficiency form 15% (2015-2016) to 23% (2016-2017) based upon SBAC.

StatusN/A

Comments:



2.1


On Task

Progress

Solution Tree provided PD before students came back. PLCs have met to look at SBAC data. Read by Three training, Early intervention, Staff PD on district restructuring and creating a budget, Scholastic training on how to use leveled books and Training on functional PLCs.

Barriers



Next Steps PLCs will meet to look at the Evaluate data.

2.2

Engagement in on -site trainings such as, but not limited to: Reading Development, Effective Home-School Communication, Language Acquisition (ELL subgroup), Vocabulary and Comprehension Strategies (ELL, IEP, and FRL subgroups), Health & Wellness/Nutrition Workshops and Technology through the hiring of a facilitator and a partnership with the Communities in Schools program. Partnership with Future Smiles to provide onsite dentistry.

On Task

Progress English classes in parent center. Fall Festival was Oct. 27th, Family Picnic Oct. 29th. Parent Mtg. on SB 394 and Read by Three information on how to help their child at home.

Barriers

Next Steps The school will be featured on Channel 8 "Whats Cool In School", collaborative Virtual reality Nov 11th.

2.3

Working in collaboration with the PLC coach, teachers will identify essential standards, set up pacing calendars, and develop short cycle assessments. This will drive the collaboration time and lesson planning, including differentiated instruction. Additional teachers will be added in 4th and 5th grade to reduce class sizes and provide smaller group, differentiated instructional opportunities. CCT/PPT support will be provided during small-group, differentiated instruction. (NDE T.O.A. PLC, Tier I instruction) After-school tutoring will provide targeted, skill-based, small group additional instruction to students identified through Evaluate assessments. Specialists will sell their prep period to provide additional instructional opportunities to identified students.

On Task

Progress

SBAC ELA proficient: Overall 18%, 3rd 21%, 4th 15%, 5th 19%. Subgroup proficient: Black 13%, Caucasian 40%, Hispanic 22%, Multi 25% SBAC Math proficient: Overall 15%, 3rd 21%, 4th 14%, 5th 10%. Subgroup proficient:black 13%, Caucasian 40%, Hispanic 13%, Multi 17% . Daily intervention blocks are occurring for students in the bottom 10% and below, other students get enrichment. October Evaluate: Math-2nd-40%, 3rd-28%, 4th- 25%, 5th 21%. ELA -2nd-31%, 3rd-31%, 4th-39%, 5th 32%

Barriers

Next Steps

2.4STEAM lab is a new "special" where every student will rotate into this class on a weekly basis. In addition, STEAM robotics and Music (Violin Program) and Book Club will be offered before/after-school for students. A showcase will be provided to demonstrate students abilities and talents. Summer Program

N/A

Progress Z Space 3D STEAM labs are up and running.

Barriers



Next Steps The school will be featured on Channel 8 "Whats Cool In School", collaborative Virtual reality Nov 11th.




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 2 hour cultural competency professional development training during the 2015-2016 school year as measured by sign-in sheets and pathlore transcripts.Reduce the number of RPCs (178 in 2015-16) and out of school suspensions (18 in 2015-16) by 25 percent by the end of the 2016-17 school year.Increase the percentage of proficient students by 19% (SBAC)through the participation in the Summer Reading Program by July 2017.

StatusN/A

Comments:



3.1Mandatory PD in Cultural Responsiveness to ensure achievement for all students on measures of performance including those that moves beyond academics. PD will increase capacity to build effective relationships between the school/community to reduce or eliminate gaps in achievement and opportunity.

N/A

Progress

Barriers

Next Steps

3.2A school beautification initiative is in place to create a more welcoming environment for students, parents, teachers, staff, and the community. All stakeholders will be involved in this project geared toward creating a place where everyone feels proud to be a part of the Fitzgerald community.

N/A

Progress



Barriers

Next Steps

3.3 N/A

Progress

Barriers

Next Steps

3.4 Up to 100 students in grades 2-4 will participate in a 3 week remedial and enrichment summer reading program provided by Catapult Learning. N/A

Progress

Barriers

Next Steps



Documents

School Performance Plan - Clark County School District · School Performance Plan ... • After-School programs conducted by the music and STEAM teachers to provide enrichment activities