School Performance Plan
School Name
Kelly, Matt ES
Address (City, State, Zip Code, Telephone):
1900 J StLas Vegas, NV 89106-2510, (702) 799-4750
Superintendent/Assistant Chief:
Pat Skorkowsky / Jeff GeihsFor Implementation During The Following Years:
2015-2016The 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: documents will be available upon requestPlease ensure that the following
☑
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 Position
Joshua Lee Parent Lezlie Funchess Principal
Loretta Lee Assistant Principal
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) Nevada Comprehensive Audit Tool for Schools (NCCAT-S) Achievement Gap Data Achievement Gap Data
Formative Assessments Practice
Stakeholder Survey Information
Other: Growth Summary Data Other: Other:
Other: CRT Trend Data Other: Other:
Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action
Planning process.
Current achievement data is unavailable at this time. Previously analyzed data indicates a 14% to 28% increase in 5th grade science results correlating with the implementation of FOSS kits. Multi-ethnic students improved in CRT math from 50% to 66.67% in grades 3-5. Implementation of the Envisions math program correlates with increased proficiency in 4th grade math but due to teacher instability in other grades, the program was not implemented in alignment with NVACs resulting in varying levels of proficiency. NSPF data indicate the number of “catch up” students in reading decreased from 24% to 4% in grades 4 and 5; math students in grades 4 and 5 decreased from 17% to 4% correlating with the implementation NVACs in math during the
2013-2014school-year. The NSPF indicates a 0% reduction in the proficiency achievement gap for IEP, ELL and FRL (95% of students are FRL) students. Discovery BOY and EOY data indicate trends in grades 1-5 resulting in declines in the number of students in exceeds and meets categories. Strategies to address performance outcomes will include fortification of Tier I instruction including progress monitoring, formative assessments, an increase in DOK 2-4, adherence to the components of an effective lesson and professional development for teachers in addressing the needs of diverse learners. Faculty, staff and administration will work in partnership to ensure consistent rigor-based pedagogy, effective leadership and collaborative outreach to parents and community stakeholders.
A reconfiguration analysis revealed the following priorities for Kelly ES, which will drive the action steps we take as we work to improve this school: -High expectations for student achievement will be the standard at Matt Kelly ES.
-Change at the schools, to be directed by Dr. Jeff Geihs, will be strategic and well-planned. - A strong literacy framework will be part of the curriculum at each school.
- A well planned Health and Wellness program will be designed and implemented for students, instructional staff, and parents for Matt Kelly Elementary School. - Family and community engagement will be leveraged to improve academic outcomes. There will be outreach to generate more family and community involvement. - The focus of the reconfigurations will be on “students first” and excellent student achievement and instructional excellence.
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
☐
Asian☐
Black☐
Hispanic☐
Two or More Races☐
Pacific Islander☐
White☐
FRL☐
IEP☐
ELLNOTES:
COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 1
Priority Need/Goal 1:
Increase Grade 3 proficiency rates in reading.
Root Causes: Tier I instruction was not aligned to the standards and did not reflect the rigor and depth of knowledge required to be successful on district and state assessments. NCAAT data indicates minimal use of progress monitoring to provide individualized student data and inform instruction.
Measurable Objective 1:
Increase the percent of 3rd grade students proficient in reading from 30.5% to 40.5% by 2016 as measured by state assessments.
Measurable Objective 2:
Increase the percentage of 3rd grade ELL, IEP and FRL students proficient in reading by 5% as measured by school-wide formative assessments.
Measurable Objective 3:
Measurable Objective 4:
Measurable Objective 5:
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
NCCAT-S Indicators: 1.2, 3.7 Full-day professional development on PLCs provided by an
external partner (Solution Tree); quarterly online PD through web conferences; and 3 onsite observations with feedback with next steps provided to grade level teams through PLC meetings. This will be supported ongoing through the hiring of a onsite PLC coach. Grade level representatives will further build their capacity in facilitating productive PLC meetings by attending the Solution Tree PLC conference in the summer of 2016. Additional PD opportunities on how to implement data-driven instruction aligned with NVACS, how to differentiate instruction, and support strategies for teachers increasing rigor and expectations will be provided by onsite coaches and strategists.
Contract with Solution Tree (1003-a funds); Conference Registration Fees (1003-a funds); PLC Coach (1003-a funds); Data Strategist (Title I); Learning Strategists (Title I TAZ); Extra duty pay (Title I); Substitutes to release long-term subs for PD (Title I TAZ);
Professional Development Agendas, Evaluations and Sign-In Sheets, Classroom Walk-through Data Lesson Plan Reviews
Solution Tree Consultant (Full-Day training): September 2015 Web Conferences (Quarterly): September; November; January; March Onsite Follow-up Observations/Feedback: October; February; April PLC Conference: Summer 2016 Ongoing PD for various school-related
programs: morning meetings, sub release time, Saturday Professional Development;
N/A
Comments:
Action Step Resources and Amount Needed List Artifacts/Evidence
Timeline and Position Responsible
Monitoring Status
1.2 Family Engagement (Required) Continuation From Last Year NCCAT-S Indicators: 1.2, 1.9
Monthly newsletters and Family Nights will engage our families. Monthly parent meetings with the Principal to discuss current instructional focus w/strategies to support ELL, IEP, and FRL populations. Our newly designed website is more interactive and enables parents to contact teachers directly and includes videos to support the home-school connection.
Title I Parent Parent Involvement Set-Aside Funds
Newsletters Sign In's Website Monthly (1st Thursday) September to June
Responsible: Administration
N/A
Comments:
1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year NCCAT-S Indicators: 1.2, 1.5, 2.2, 3.7 Working in collaboration with the PLC coach, teachers
will utilize the data and information from weekly PLC meetings to differentiate Tier I instruction to meet the needs of all learners. Teachers will utilize the Solution Tree resources to address deficit areas identified through self-reflection and/or administrator observation.
Solution Tree consultant (1003-a); PLC Coach (1003-a); Solution Tree materials and online resources (1003-a); Weekly PLC meeting (Title I TAZ); Data Coordinator (Title I); Learning Strategists/Coaches (Title I TAZ)
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
Solution Tree Consultant (October, Jan, April) Conduct Observations and provide next steps/feedback. PLC Coach: ongoing throughout the year
N/A
1.4 Other (Optional) Continuation From Last Year NCCAT-S Indicators: 1.2 Benchmark results; Grouped students lesson
plans; targeting specific skills for each subgroup Progress monitoring data classroom observations. Student scores on assessments after participation in academic boot camps.
N/A
Comments:
COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 2
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:
Discovery assessment and NSPF data indicate score declines and/or stagnation in ethnic/racial subgroups including FRL, ELL and IEP students. NCCAT data indicate low scores for equitable codes of conduct, effective strategies to meet the needs of all learners and cultural/linguistic response. There is a need to improve the level of engagement in all classrooms to be able to increase the rigor of the curriculum taught.
Measurable Objective 1:
Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 53.6 to 43.8 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 53 to 43.5 by 2016 as measured by state assessments.
Measurable Objective 3:
Reduce the reading and mathematics proficiency gap between the districts highest performing subgroup and students from ELL, IEP and FRL by 5% as measured by school-wide formative assessments.
Measurable Objective 4:
Measurable Objective 5:
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
2.1 Professional Development (Required) Continuation From Last Year NCCAT-S Indicators: 1.2, 1.5, 2.2 Teacher PD on Kagan and CHAMPS, including strategies on
engaging diverse learners, high expectations,
relationships, and rigor. Use PD 360 and peer observations to reflect on teaching practices to meet the needs of IEP, ELL, and FRL students.
Sign in sheets, teacher surveys, agendas NEPF administrator observation data Teacher/Administrator conference data
Title I TAZ: Sub release time, Kagan training
Responsible: Principal, Assistant Principal, Coaches/Strategists October - June
N/A
Comments:
Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible
Monitoring Status
2.2 Family Engagement (Required) Continuation From Last Year NCCAT-S Indicators: 1.9
Family Nights and parent meetings that recognize the contributions of community members, students and their families and promote community cohesiveness and outreach.
Sign in sheets, parent questionnaire, parent focus group (Focus School Coordinator)
Title I Parent Involvement Set-Aside funds
Responsible: Principal, Assistant Principal, Coaches/Strategists, October - June
N/A
2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year NCCAT-S Indicators: 1.2, 1.6, 2.2 Working in collaboration with the PLC coach,
teachers will utilize the data and information from weekly PLC meetings to differentiate Tier I instruction to meet the needs of all learners. Teachers will utilize the Solution Tree resources/PD 360 to address deficit areas identified through self-reflection and/or administrator observation.
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
Solution Tree consultant (1003-a); PLC Coach (1003-a); Solution Tree materials and online resources (1003-a); Weekly PLC meeting (Title I TAZ); Data Coordinator (Title I); Learning Strategists/Coaches (Title I TAZ)
Solution Tree Consultant (October, Jan, April) Conduct Observations and provide next steps/feedback. PLC Coach: ongoing throughout the year NEPF administrator observation data Teacher/Administrator conference data
N/A
Comments:
2.4 Other (Optional) Continuation From Last Year NCCAT-S Indicators:
N/A Comments:
COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 3
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:
There is a need for training in the area of cultural competency as evidenced by district student achievement gap data.
Measurable Objective 2:
Measurable Objective 3: Measurable Objective 4:
Measurable Objective 5:
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
3.1 Professional Development (Required) Continuation From Last Year NCCAT-S Indicators: 1.8
Mandatory PD in Cultural
Responsiveness for the purpose of increasing respectful and productive engagement among educators, students, families and the community.
Administrators will attend workshops as part of a cohort group assigned by the Instructional Unit. Participation will be verified through Pathlore transcripts and documented successful completion of online modules.
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 2014-2015 school year.
Responsible Department: CCSD Equity and Diversity department Timeline: Workshops schedule - Beginning October 27, 2014 throughout the 2014-2015 school year.
N/A
Comments:
Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible Monitoring Status
3.2 Family Engagement (Required) Continuation From Last Year NCCAT-S Indicators:
Comments:
3.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year NCCAT-S Indicators:
N/A Comments:
3.4 Other (Optional) Continuation From Last Year NCCAT-S Indicators:
N/A Comments:
COMPONENT III: Budget Plan
COORDINATION OF FUNDS TO SUPPORT THE PLAN WITH OTHER PROGRAMS: Provide the sources of funds your school is currently receiving and identify the purposes for which those funds are spent. Sources of funds may include General Budget, Title I , Title II, Title III, Migrant, Immigrant, Neglected & Delinquent, 21st Century After School Programs, Gear Up, IDEA, McKinney-Vento/Homeless, Head Start, state-funded Pre-Kindergarten, Teacher Incentive Fund, Striving Readers, and other state/federal funds.
Source of Funds applicable to Priority Need/Goal
Amount Received for this School
Year
Purposes for which funds are used (include targeted audience, specific activities, intended outcomes, etc.)
Applicable Goal(s)
PASS None
FLEX Learning Strategists None
Title I 132,240.00 Data Strategist, extra duty pay for Title I site liaison, iPad cart, iPad air, Foss kits, supplies, Kagan trainer, PD books for teachers,
licensed and support staff extra duty pay (parent nights/translations) Goals 1 and 2 Title I TAZ 250,000.00
Extended Day to provide banked time for weekly PLC meetings, partnership with Communities in Schools, ST math site license renewals, ASCD conference registration/travel/hotel/transportation, substitute pay for collaboration/PLC participation, Readwell Intevention materials, Macbook Air, iPad Air covers, Licensed Extra Duty (Tutoring) for Saturday School/SBAC bootcamp. 2 Instructional Assistants and 1 Class-size Reduction teacher (serving as interventionists/coaches).
Goals 1 and 2
1003(a) Grant 150,000.00 Solution Tree PD Consultant; materials, books, online digital library; (4) web-based conferences; (3) onsite follow up observations
with feedback/next steps; onsite PLC coach; PLC conference registration 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.
To attract effective, highly-qualified teachers we support teachers with professional development applicable to their teaching, provide access to a leadership team to support teachers within their classroom, and continue to provide incentives and positive affirmation. Potential teachers are interviewed by admin and grade level teachers who will partner with a potential candidate. If the candidate is local we visit their current school and speak with admin to identify any concerns.
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 have family literacy, math, and science nights to support home/school connection. We host Family nights, "take and make" activities and games for parents to use to provide assistance at
home.Parents are notified by progress reports sent home by the classroom teachers and we hold Academic Incentive Assemblies to celebrate growth. During our first Thursday parent meetings we share current student overall academic improvement data and share ideas on how to help students meet individual goals.
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.).
For transition between school programs we have summer school programs for transitions from pre-k to elementary and elementary to middle school. There is teacher collaboration across the levels and field trips to help with the transitions. Fifth-grade teachers meet with middle-school RTI team, and the counselors from middle school work with counselor at MK to help plan transition lessons for fifth grade.
4. Identify the measures that include teachers in decisions regarding the use of academic assessments.
Teachers are included in decisions regarding the use of academic assessments through our reflective practices, grade level STPT meetings, and RTI meetings. Learning strategists will collect data and meet weekly with grade levels to analyze data to guide the instruction.
5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement efforts.
Our combined funding sources are delegated to meet student improvement goals. Our staff and parents provide input as to how interventions are selected to support student learning goals. PASS supports IEP. ELL and FRL student interventions. Focus supports students' math and reading achievement goals. Title I supports a full time teaching position and an instructional assistant and parent involvement activities for ELA, Math, Science and Technology.
APPENDIX A - Professional Development Plan
1.1
Full-day professional development on PLCs provided by an external partner (Solution Tree); quarterly online PD through web conferences; and 3 onsite observations with feedback with next steps provided to grade level teams through PLC meetings. This will be supported ongoing through the hiring of a onsite PLC coach. Grade level representatives will further build their capacity in facilitating productive PLC meetings by attending the Solution Tree PLC conference in the summer of 2016. Additional PD opportunities on how to implement data-driven instruction aligned with NVACS, how to differentiate instruction, and support strategies for teachers increasing rigor and expectations will be provided by onsite coaches and strategists.
Goal 1 Additional PD Action Step (Optional)
2.1 Teacher PD on Kagan and CHAMPS, including strategies on engaging diverse learners, high expectations, relationships, and rigor. Use PD 360 and peer observations to reflect on teaching practices to meet the needs of IEP, ELL, and FRL students.
Goal 2 Additional PD Action Step (Optional)
3.1 Mandatory PD in Cultural Responsiveness for the purpose of increasing respectful and productive engagement among educators, students, families and the community. Goal 3 Additional PD Action Step
(Optional)
APPENDIX B - Family Engagement Plan
1.2
Monthly newsletters and Family Nights will engage our families. Monthly parent meetings with the Principal to discuss current instructional focus w/strategies to support ELL, IEP, and FRL populations. Our newly designed website is more interactive and enables parents to contact teachers directly and includes videos to support the home-school connection.
Goal 1 Additional Family Engagement Action Step
(Optional)
Goal 2 Additional Family Engagement Action Step
(Optional)
3.2
Goal 2 Additional Family Engagement Action Step
(Optional)
APPENDIX C - Monitoring/Evaluation
Priority Need/Goal 1
Priority Need/Goal 1:
Increase Grade 3 proficiency rates in reading.
Measurable Objective(s):
Increase the percent of 3rd grade students proficient in reading from 30.5% to 40.5% by 2016 as measured by state assessments.
Increase the percentage of 3rd grade ELL, IEP and FRL students proficient in reading by 5% as measured by school-wide formative assessments.
Comments:
1.1 Professional Development: 1.2 Family Engagement:
1.3 Curriculum/Instruction/Assessment: 1.4 Other:
Mid-Year
End-of-Year
1.1
Full-day professional development on PLCs provided by an external partner (Solution Tree); quarterly online PD through web conferences; and 3 onsite observations with feedback with next steps provided to grade level teams through PLC meetings. This will be supported ongoing through the hiring of a onsite PLC coach. Grade level representatives will further build their capacity in facilitating productive PLC meetings by attending the Solution Tree PLC conference in the summer of 2016. Additional PD opportunities on how to implement data-driven instruction aligned with NVACS, how to differentiate instruction, and support strategies for teachers increasing rigor and expectations will be provided by onsite coaches and strategists.
Progress
Barriers
Next Steps
1.2
Monthly newsletters and Family Nights will engage our families. Monthly parent meetings with the Principal to discuss current instructional focus w/strategies to support ELL, IEP, and FRL populations. Our newly designed website is more interactive and enables parents to contact teachers directly and includes videos to support the home-school connection.
Progress
Barriers
Next Steps
1.3
Working in collaboration with the PLC coach, teachers will utilize the data and information from weekly PLC meetings to differentiate Tier I instruction to meet the needs of all learners. Teachers will utilize the Solution Tree resources to address deficit areas identified through self-reflection and/or administrator observation.
Progress Barriers Next Steps
1.4
Progress
Barriers
Next Steps
APPENDIX C - Monitoring/Evaluation
Priority Need/Goal 2
Priority Need/Goal 2:
Measurable Objective(s):
Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 53.6 to 43.8 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 53 to 43.5 by 2016 as measured by state assessments.
Reduce the reading and mathematics proficiency gap between the districts highest performing subgroup and students from ELL, IEP and FRL by 5% as measured by school-wide formative assessments.
Comments:
1.1 Professional Development: 1.2 Family Engagement:
1.3 Curriculum/Instruction/Assessment: 1.4 Other:
Mid-Year
End-of-Year
2.1 Teacher PD on Kagan and CHAMPS, including strategies on engaging diverse learners, high expectations, relationships, and rigor. Use PD 360 and peer observations to reflect on teaching practices to meet the needs of IEP, ELL, and FRL students.
Progress
Barriers
Next Steps
2.2 Family Nights and parent meetings that recognize the contributions of community members, students and their families and promote community cohesiveness and outreach.
Progress
Barriers
Next Steps
2.3
Working in collaboration with the PLC coach, teachers will utilize the data and information from weekly PLC meetings to differentiate Tier I instruction to meet the needs of all learners. Teachers will utilize the Solution Tree resources/PD 360 to address deficit areas identified through self-reflection and/or administrator observation.
Barriers Next Steps
2.4
Progress
Barriers
Next Steps
APPENDIX C - Monitoring/Evaluation
Priority Need/Goal 3
Priority Need/Goal 3:
Comments:
1.1 Professional Development: 1.2 Family Engagement:
1.3 Curriculum/Instruction/Assessment: 1.4 Other:
Mid-Year
End-of-Year
3.1 Mandatory PD in Cultural Responsiveness for the purpose of increasing respectful and productive engagement among educators, students, families and the community.
Progress
Barriers
Next Steps
3.2
Progress
Barriers
Next Steps
3.3
Barriers Next Steps
3.4
Progress
Barriers
