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Nevada Department of Education Cox, David M ES  2016-2017

Clark County School District

School Performance Plan  

School Name
Cox, David M ES

Address (City, State, Zip Code, Telephone):
280 Clark Dr
Henderson, NV  89074-1200, (702) 799-5730

Superintendent/Assistant Chief: Pat Skorkowsky / Jeff Horn 

For Implementation During The Following Years: 2016-2017 

The Following MUST Be Completed:

Title I Status: NA

Designation: NA

Grade Level Served: Elementary

Classification: 4 Star

NCCAT-S: Not Required

Please ensure that the following
*1 and 2 Star Schools Only: 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 Position
Michelle Niewinski Parent Tara Imboden Principal
Christine Clayman Assistant Principal Anissa Cole Intermediate Teacher
James Orth Intermediate Teacher Tanya Steele GATE Teacher
Kerri Almada SEC Teacher Ann Popeck Primary Teacher
Rebecca Anderson Primary Teacher Lois Husney Primary Teacher
Jill Stackel Intermediate Teacher

Last Date Review/Revised By Planning Team - 12/07/2016 Page 1 Nevada Department of Education - June 2016
Nevada Department of Education Cox, David M ES  2016-2017
Clark County School District

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
English Language Learner (ELL) Data Special Education Data
Including FRL
Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)
Interim Assessments Comparison of ELPA with other Assessments Special Education Procedures - Whole School
Statewide Assessments Placement (Proficiency Levels) Teacher/Administrator Observation Data
Teacher/Administrator Observation Data AMAOs/ELPA Analysis Achievement Gap Data
Summative Assessments Teacher/Administrator Observation Data Availability of Curriculum for IEP Students
Other: Other: Interim Assessments Other: Interim Assessments
Other: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.
Students in grades three through five achieved as measured by the 2016 state assessments 71.91% for reading proficiency and a measure of 61.54% for math proficiency. Data analyzed and
monitored for students within the subgroups ELL and IEP (not excluding students not proficient outside of the three listed subgroups) will determine what targeted interventions need to be
completed in order to increase growth and achievement specifically within Math. Students within the IEP subgroup achieved as measured by the 2016 state assessments 32% proficiency in
reading and 28% proficiency in math. Students within the LEP subgroup achieved as measured by the 2016 state assessments 40%% proficiency in reading and 40% proficiency in math.

Last Date Review/Revised By Planning Team - 12/07/2016 Page 2 Nevada Department of Education - June 2016
Nevada Department of Education Cox, David M ES  2016-2017
Clark County School District

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

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

Priority Need/Goal 1:
Increase proficiency rates in reading in grades three through five.
 
Root Causes:
Students within the targeted groups are not provided targeted interventions within reading and a large emphasis is placed on foundational ELA interventions. Continual analysis of reading
intervention/progress within the stated populations did not consistently take place within the primary grades which included technology integration within the CORE curriculum.
 
Measurable Objective 1:
Increase the percent of IEP students Proficient in Reading from 32% to 40% as measured by the 2017 statewide assessments.
 
Measurable Objective 2:
Increase the percent of proficiency within the general student population with students in grades three through five in Reading from 71% to 80% as measured by the 2017 statewide assessments.
 
Measurable Objective 3:
Increase the percent of ELL students Proficient in Reading from 40% to 50% as measured by the 2017 statewide assessments.
 
 
 

Monitoring Status
N/A  
 

ACTION PLAN MONITORING PLAN

Resources and Amount Needed for
Action Step List Artifacts/Evidence of Progress: List Timeline, Benchmarks, and Monitoring
(please only list one action step Implementation Information (Data) that will verify the action step is in
per box) progress or has occurred. Position Responsible Status
(people, time, materials, funding sources)

1.1 Professional Development (Required) Continuation From Last Year: No NCCAT-S Indicators:
All staff will receive updated Read by Grade Three Strategist to provide AIMSweb, CORE Phonics, STAR diagnostic August 2016-June 2017, weekly RTI N/A
training on school-wide diagnostic early literacy interventions in grades K-2, assessments, school-wide writing integrated into meetings, monthly grade level
assessments to target instruction GATE specialists to provide extended weekly writing instruction, interim assessments all meetings with administration,
for the identified objectives. enrichment to targeted students in grades 1 grades, progress monitoring plans, attendance rosters semester collaboration days.
Schedules developed for all staff to and 2, community volunteers to provide for intervention blocks. Student learning Administration, Read by Grade 3 Team,
conduct intervention blocks with tutoring to both primary and intermediate goals/professional practice goals to be reviewed Leadership Team, and GATE teacher
targeted students. students. throughout the school year. are persons responsible.
Comments:
 

Last Date Review/Revised By Planning Team - 12/07/2016 Page 3 Nevada Department of Education - June 2016
Nevada Department of Education Cox, David M ES  2016-2017
Clark County School District

Monitoring
Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible
Status

1.2 Family Engagement (Required) Continuation From Last Year: No NCCAT-S Indicators:
Provide continual support Internet resources and programs for use at Letters about ELA understanding, PSTAPT August 2016-May 2017. Leadership Team, N/A
materials to parents on assisting home (STAR, AR, Math Facts in a Flash - PTA throughout the year (more than mandated by CORE Team for planning Learning Fair,
students at home. Conduct a funding), Informational print on providing extra CCSD), take-home leveled readers and Administration presenting at PTA meetings,
learning fair specifically targeting instruction at home with the NVACS. MyOn internet resources, updating of grades on Read by Grade 3 Team, monthly grade level
ELA sessions, provide access to literacy support, PTA supported parent infinite campus including data sharing in meetings with administration to ensure that
our in-school technology instructional days, Read by Grade 3 Team newsletters. grades are being updated and parent
programs at home. conducting Parent Literacy Nights. communication is taking place.
Comments:
 

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: No NCCAT-S Indicators:
Students within target subgroups receive ELA instruction Scheduled intervention blocks, technology Interim assessments in all grades, AIMSweb August 2016-May 2017. N/A
during intervention blocks, differentiated instruction software, instructional planning including assessments, NVACS weekly exams/quizzes, Administration, Leadership Team,
(targeting all students scoring at or below 59th percentile as collaboration between special education SBCT minutes, benchmarking of targeted Read by Grade 3 Strategist,
measured in the AIMs diagnostic), continual data analysis of and general education teachers. progress goals, monthly Leadership Team Specialists conducting
weekly progress monitoring scores. meetings. interventions.

Comments:
 

1.4 Other (Optional) Continuation From Last Year: No NCCAT-S Indicators:
N/A

Comments:
 

Last Date Review/Revised By Planning Team - 12/07/2016 Page 4 Nevada Department of Education - June 2016
Nevada Department of Education Cox, David M ES  2016-2017
Clark County School District

COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 2  

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

Priority Need/Goal 2:
Reduce the overall achievement gap percentage points between highest populated (Caucasian) ethnic/racial subgroups in both reading and math as compared to two other ethnic/racial
subgroups (Black and Hispanic).
 
Root Causes:
Data analysis demonstrated that 74% of students within the category of Caucasian were proficient in reading and 64% were proficient in math as measured by the 2016 statewide assessments
as compared to proficiency scores of 43% proficiency among Black subgroup and 58% proficiency among Hispanic subgroup in reading and 37% proficiency among Black subgroup and 48%
proficiency among Hispanic subgroup in math.
 
Measurable Objective 1:
Reduce the percentage gap of achieved score in reading among the highest performing ethnic group with the subsequent ethnic groups by 5% in 2017 as measured by statewide assessments.
 
Measurable Objective 2:
Reduce the percentage gap of achieved score in math among the highest performing ethnic group with the subsequent ethnic groups by 5% in 2017 as measured by statewide assessments.
 
 
 
 
 

Monitoring Status
N/A  
 

ACTION PLAN MONITORING PLAN

Resources and Amount Needed
List Artifacts/Evidence of Progress: List Timeline, Benchmarks, and Monitoring
Action Step
for Implementation Information (Data) that will verify the action step
(please only list one action step per box) Position Responsible Status
(people, time, materials, funding is in progress or has occurred.
sources)

2.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators:

Last Date Review/Revised By Planning Team - 12/07/2016 Page 5 Nevada Department of Education - June 2016
Nevada Department of Education Cox, David M ES  2016-2017
Clark County School District

Staff retrained on school-wide diagnostic Funds to all teachers to attend Interim Assessments in all grades, AIMSweb, STAR August 2016-June 2017. Weekly RTI N/A
assessments and updated certification in AIMSweb trainings, RTI committee, Coaching diagnostic assessments, school-wide writing meetings, monthly administration
in order to target students for skill deficiencies in support, ELL Funds: after/before prompts aligned with NVACS, progress monitoring meetings to discuss data/student
reading/ELA. Staff participation in professional book school remediation classes for for below and above grade level students. Student progress. Administration, Read by
Mindsets in the Classroom to differentiate targeted students (emphasis on learning goals/professional practice goals to be Grade 3 Strategist, Leadership
instruction, schedules designed for interventions of ELL). reviewed throughout the school year. Team are persons responsible.
all learners. Routine analysis of targeted population
achievement and progress scores.
Comments:
 

Timeline and Position Monitoring
Action Step Resources and Amount Needed List Artifacts/Evidence
Responsible Status

2.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators:
Provide continual support materials to parents on Reading and Math home materials Learning Letters, newsletter resources, August 2016-June 2017. N/A
assisting students at home including technology and technology software program technology sites for differentiated learning Administration, teachers, counselor.
software from school to home, learning fair with licenses for home use (STAR, AR, on website, PSTAPT beyond the annual Learning Fair in spring of 2017,
reading/ELA sessions, NVACS resources to assist Math Facts in a Flash, MyOn, mandate, progress reports, updates on weekly newsletters, parents
students sent home in newsletters. Routine progress Scootpad - PTA funding). Technology infinite campus, data sharing from participating in PTA instructional
reports and parent/teacher communication to able to be checked out from school for classroom and school to home. workshops, and Read by Grade 3
specifically explain what the test scores mean and families in need of technology in the Parent Literacy Nights.
provide specific at-home strategies for support. home.
Comments:
 

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators:
Students in ethnic population groups will receive Scheduled tutoring blocks primary, intermediate tutoring Interim Assessments in all grades, August 2016-June 2017. N/A
targeted, differentiated instruction and intervention through America Reads, intervention blocks, software AIMSweb, school-wide writing prompt, Administration, Read by Grade 3
(especially students falling into multiple categories licenses, professional development-collaboration time and SBCT minutes, continual Strategies, Teacher Mentors,
such as IEP, and ELL). Continual data analysis of substitute release for book study, community funding for benchmarking goals/scores, Leadership Team,
weekly skills and progress monitoring goals. training brought on site for RTI, Early Literacy, Grading Leadership and Grade level meetings Interventionists, Staff.
Practices. minutes.
Comments:
 

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

Comments:

Last Date Review/Revised By Planning Team - 12/07/2016 Page 6 Nevada Department of Education - June 2016
Nevada Department of Education Cox, David M ES  2016-2017
Clark County School District

 

Last Date Review/Revised By Planning Team - 12/07/2016 Page 7 Nevada Department of Education - June 2016
Nevada Department of Education Cox, David M ES  2016-2017
Clark County School District

COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 3  

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

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 staff will participate in a mandatory site-based collaboration time to include cultural competency professional development session during the 2016-2017 school year as measured by
sign-in sheets.
 
 
 
 
 
 

Monitoring Status
N/A  
 

ACTION PLAN MONITORING PLAN

Resources and Amount
List Artifacts/Evidence of Progress: List Timeline, Benchmarks, Monitoring
Action Step
Needed for Implementation Information (Data) that will verify the action step is in
(please only list one action step per box) and Position Responsible Status
(people, time, materials, progress or has occurred.
funding sources)

3.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators:
All staff will participate in a professional Training materials from E&DD Sign-in sheets, Teacher observation data (NEPF), continual The principal is responsible for N/A
development session provided by the District's review of professional practice goals/student learning goals ensuring this action step takes
Equity and Diversity Department school as they apply to the cultural gap reduction. place.
representative.

Comments:
 

Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible Monitoring Status

Last Date Review/Revised By Planning Team - 12/07/2016 Page 8 Nevada Department of Education - June 2016
Nevada Department of Education Cox, David M ES  2016-2017
Clark County School District

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:
 
 

Last Date Review/Revised By Planning Team - 12/07/2016 Page 9 Nevada Department of Education - June 2016
Nevada Department of Education Cox, David M ES  2016-2017
Clark County School District

COMPONENT III: Budget Plan  

Provide the sources of funds your school is currently receiving and identify the purposes for which those funds are
COORDINATION OF FUNDS TO SUPPORT THE PLAN WITH OTHER PROGRAMS:
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 Amount Received for this School Purposes for which funds are used (include targeted audience, specific
Applicable Goal(s)
Need/Goal Year activities, intended outcomes, etc.)
ELL Funds $1254.00 Targeted before/after school tutoring for students with English deficiencies. Goals 1, 2 and 3
STAR, AR, Math Facts in a Flash - remediation software programs for students and at-
PTA Funding $7190.13 Goals 1 and 2
home use.
Community Generated Funds $6,700.00 MyOn software reading support programs for students within school and at home. Goals 1 and 2
PTA Funding $500.00 Training materials for Parent Literacy Nights provided by the Read by Grade 3 Team. Goal 1
Sub-release time for assessments, teacher mentoring, RTI training, Data
District IDPL Funding $1,200.00 Goals 1, 2 and 3
Collaboration.

Last Date Review/Revised By Planning Team - 12/07/2016 Page 10 Nevada Department of Education - June 2016
Nevada Department of Education Cox, David M ES  2016-2017
Clark County School District

APPENDIX A - Professional Development Plan  

1.1
All staff will receive updated training on school-wide diagnostic assessments to target instruction for the identified objectives. Schedules developed for all staff to conduct intervention blocks with
targeted students.
 
 
Goal 1 Additional PD Action Step (Optional)
 
 
2.1
Staff retrained on school-wide diagnostic assessments and updated certification in AIMSweb in order to target students for skill deficiencies in reading/ELA. Staff participation in professional book
Mindsets in the Classroom to differentiate instruction, schedules designed for interventions of all learners. Routine analysis of targeted population achievement and progress scores.
 
 
Goal 2 Additional PD Action Step (Optional)
 
 
3.1
All staff will participate in a professional development session provided by the District's Equity and Diversity Department school representative.
 
 
Goal 3 Additional PD Action Step (Optional)

Last Date Review/Revised By Planning Team - 12/07/2016 Page 11 Nevada Department of Education - June 2016
Nevada Department of Education Cox, David M ES  2016-2017
Clark County School District

APPENDIX B - Family Engagement Plan  

1.2
Provide continual support materials to parents on assisting students at home. Conduct a learning fair specifically targeting ELA sessions, provide access to our in-school technology programs at
home.
 
 
Goal 1 Additional Family Engagement Action Step (Optional)
 
 
2.2
Provide continual support materials to parents on assisting students at home including technology software from school to home, learning fair with reading/ELA sessions, NVACS resources to
assist students sent home in newsletters. Routine progress reports and parent/teacher communication to specifically explain what the test scores mean and provide specific at-home strategies
for support.
 
 
Goal 2 Additional Family Engagement Action Step (Optional)
 
 
3.2
 
 
Goal 3 Additional Family Engagement Action Step (Optional)

Last Date Review/Revised By Planning Team - 12/07/2016 Page 12 Nevada Department of Education - June 2016
Nevada Department of Education Cox, David M ES  2016-2017
Clark County School District

APPENDIX C - Monitoring/Evaluation  

Priority Need/Goal 1
Priority Need/Goal 1:
Increase proficiency rates in reading in grades three through five.
 
Measurable Objective(s):
Increase the percent of IEP students Proficient in Reading from 32% to 40% as measured by the 2017 statewide assessments.
Increase the percent of proficiency within the general student population with students in grades three through five in Reading from 71% to 80% as measured by the 2017 statewide
assessments.
Increase the percent of ELL students Proficient in Reading from 40% to 50% as measured by the 2017 statewide assessments.
 

Status
N/A
 
Comments:

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

Mid-Year End-of-Year
All staff will receive updated training on school-wide diagnostic assessments to target instruction for the identified objectives. Schedules
1.1
developed for all staff to conduct intervention blocks with targeted students.

Progress

Barriers

Next Steps

Provide continual support materials to parents on assisting students at home. Conduct a learning fair specifically targeting ELA sessions,
1.2
provide access to our in-school technology programs at home.

Progress

Last Date Review/Revised By Planning Team - 12/07/2016 Page 13 Nevada Department of Education - June 2016
Nevada Department of Education Cox, David M ES  2016-2017
Clark County School District

Barriers

Next Steps

Students within target subgroups receive ELA instruction during intervention blocks, differentiated instruction (targeting all students scoring
1.3
at or below 59th percentile as measured in the AIMs diagnostic), continual data analysis of weekly progress monitoring scores.

Progress

Barriers

Next Steps

1.4

Progress

Barriers

Next Steps

Last Date Review/Revised By Planning Team - 12/07/2016 Page 14 Nevada Department of Education - June 2016
Nevada Department of Education Cox, David M ES  2016-2017
Clark County School District

APPENDIX C - Monitoring/Evaluation  

Priority Need/Goal 2
Priority Need/Goal 2:
Reduce the overall achievement gap percentage points between highest populated (Caucasian) ethnic/racial subgroups in both reading and math as compared to two other ethnic/racial
subgroups (Black and Hispanic).
 
Measurable Objective(s):
Reduce the percentage gap of achieved score in reading among the highest performing ethnic group with the subsequent ethnic groups by 5% in 2017 as measured by statewide
assessments.
Reduce the percentage gap of achieved score in math among the highest performing ethnic group with the subsequent ethnic groups by 5% in 2017 as measured by statewide assessments.
 

Status
N/A
 
Comments:

2.1 Professional Development:
2.2 Family Engagement:
2.3 Curriculum/Instruction/Assessment:
2.4 Other:
 

Mid-Year End-of-Year
Staff retrained on school-wide diagnostic assessments and updated certification in AIMSweb in order to target students for skill deficiencies
2.1 in reading/ELA. Staff participation in professional book Mindsets in the Classroom to differentiate instruction, schedules designed for
interventions of all learners. Routine analysis of targeted population achievement and progress scores.

Progress

Barriers

Next Steps

Provide continual support materials to parents on assisting students at home including technology software from school to home, learning
2.2 fair with reading/ELA sessions, NVACS resources to assist students sent home in newsletters. Routine progress reports and parent/teacher
communication to specifically explain what the test scores mean and provide specific at-home strategies for support.

Last Date Review/Revised By Planning Team - 12/07/2016 Page 15 Nevada Department of Education - June 2016
Nevada Department of Education Cox, David M ES  2016-2017
Clark County School District

Progress

Barriers
Next Steps

Students in ethnic population groups will receive targeted, differentiated instruction and intervention (especially students falling into
2.3
multiple categories such as IEP, and ELL). Continual data analysis of weekly skills and progress monitoring goals.

Progress

Barriers

Next Steps

2.4

Progress

Barriers

Next Steps

Last Date Review/Revised By Planning Team - 12/07/2016 Page 16 Nevada Department of Education - June 2016
Nevada Department of Education Cox, David M ES  2016-2017
Clark County School District

APPENDIX C - Monitoring/Evaluation  

Priority Need/Goal 3
Priority Need/Goal 3:
Increase the percentage of school-based personnel trained in cultural competency.
 
Measurable Objective(s):
100% of staff will participate in a mandatory site-based collaboration time to include cultural competency professional development session during the 2016-2017 school year as measured
by sign-in sheets.
 

Status
N/A
 
Comments:

3.1 Professional Development:
3.2 Family Engagement:
3.3 Curriculum/Instruction/Assessment:
3.4 Other:
 

Mid-Year End-of-Year
All staff will participate in a professional development session provided by the District's Equity and Diversity Department school
3.1
representative.

Progress

Barriers

Next Steps

3.2

Progress

Last Date Review/Revised By Planning Team - 12/07/2016 Page 17 Nevada Department of Education - June 2016
Nevada Department of Education Cox, David M ES  2016-2017
Clark County School District

Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps

Last Date Review/Revised By Planning Team - 12/07/2016 Page 18 Nevada Department of Education - June 2016