Nevada Department of Education

Bunker, Berkeley L ES  2015-2016 Clark County School District

School Performance Plan

 

School Name Bunker, Berkeley L ES

Address (City, State, Zip Code, Telephone): 6350 Peak Dr Las Vegas, NV  89108-3958, (702) 799-3420

Superintendent/Assistant Chief:

/ 

For Implementation During The Following Years:

2015-2016 

The Following MUST Be Completed:

Served

Title I Status:

Reward School

Designation:

Elementary

Grade Level Served:

2 Star

Classification:

Initial

NCCAT-S:

*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 Sierra Fiore Jennifer Shank Shawn Aizman Robyn Covey Dina Ensinger Gina Colwell Grace Angel Last Date Review/Revised By Planning Team - 01/04/2016

Position Parent Assistant Principal First Grade GLC Third Grade GLC Fifth Grade GLC Literacy Strategist Technology Strategist

Name of Member Pauline Mills Emily Prisbrey Carina Tornero Michelle Vinatieri Leah Steehler Cherese Jones Brittney Varao Page 1

Position Principal Kindergarten GLC Second Grade GLC Fourth Grade GLC PLC Chair Math Strategist GATE Strategist Nevada Department of Education - June 2015

Nevada Department of Education

Christie Grandjean Tiffany Shively Busse

Last Date Review/Revised By Planning Team - 01/04/2016

Bunker, Berkeley L ES  2015-2016 Clark County School District

First Grade Teacher Project Facilitator

Nicole Whitaker

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Project Facilitator

Nevada Department of Education - June 2015

Nevada Department of Education

Bunker, Berkeley L ES  2015-2016 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 Including FRL Nevada School Performance Framework (NSPF) Statewide Assessments Formative Assessments Practice Interim Assessments Teacher/Administrator Observation Data Other: Growth Summary Reports Other: School Attendance/Discipline Data

English Language Learner (ELL) Data Nevada School Performance Framework (NSPF) Achievement Gap Data AMAOs/ELPA Analysis Service Delivery Models NA Other: Instructional Round Data Other: ELL Review Report

Special Education Data Nevada School Performance Framework (NSPF) Nevada Alternate Assessment (NAA) Achievement Gap Data Individualized Education Programs (IEP) Teacher/Administrator Observation Data Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process. Bunker's Reading CRT showed a slight increase from 54.39% in 2013 to 55.19% in 2014 due to collaborative planning with our core programs-Reader's/Writer's Workshop and Daily 5; however, the pacing of the curriculum is a concern. As a result, there are gaps in core instruction. Therefore, the focus of grade level meetings will be assessing student work/evidence to purposefully plan Tier 2 and Tier 3 interventions, as well as discuss how to integrate effective formative assessments within instruction. Our inclusive practices accounted for the increase in proficiency of our IEP population from 12.20% in 2013 to 21.88% in 2014. This is due to our co-teaching model across the grade levels. The proficiency range in third grade went from 33% to 82% in reading and 50% to 88% in Math, with teachers focusing on DOK 3 and 4 Instruction, working with coaches, and increasing questioning techniques. Bunker's Math CRT showed a decrease from 68.07% in 2013 to 60.34% in 2014. Although our white subgroup increased from 75.38% in 2013, to 83.58% in 2014, all other subgroups showed a decrease from 2013 to 2014. Support for our ELL subgroup and African American subgroup is related to a cultural bias. Therefore, the focus will be to increase our cultural competency across all grade levels. Our exceeds category decreased in reading by 5.53%, and in math 2.88%.

Last Date Review/Revised By Planning Team - 01/04/2016

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Nevada Department of Education - June 2015

 

Nevada Department of Education

Bunker, Berkeley L ES  2015-2016 Clark County School District

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

Based on the CNA, identify all that apply:

☑ FRL

☑ ELL

☑ IEP

  ☐ Other

Priority Need/Goal 1: Increase Grade 3 proficiency rates in reading.   Root Causes: There was a need for rigorous explicit instruction in reading based on the learning targets. The rigor of word work in Daily 5 and frequent checks for understanding were inconsistent.   Measurable Objective 1: Increase the percent of 3rd grade students proficient in reading from 55.66% to 60.66% by 2016 as measured by state assessments.          

Monitoring Status N/A

    ACTION PLAN

MONITORING PLAN List Artifacts/Evidence of

Resources and Amount Needed for Action Step

Progress: Implementation

(please only list one action step per box)

(people, time, materials, funding sources)

Information (Data) that will verify the action step is in progress or has occurred.

List Timeline, Benchmarks, and Position

Monitoring

Responsible

Status

Continuation From Last Year: 1.1 Professional Development (Required)

NCCAT-S Indicators: Yes

Grade Level PLC's will collaboratively plan standards-based instruction infusing the learning targets and DOK into their daily reading lessons. (NEPF Professional Responsibilities Standard 1, Indicator 1, Level 4)

Coaches, CTT's, common planning, Innovative ALM planning, STEM binders, FOSS kits, Title 1, PASS, Full STEAM Ahead proposal, PZ 3 Extra funding for compelling conversations, student-centered coaching, Edivation PD 360, NEPF rubric, WIDA Can Dos

Lesson plans, instructional rounds, classroom observations, AimsWeb, Acuity Interim Assessments

Weekly lesson plans-classroom teachers Quarterly Instructional Rounds-PZ 3 team, coaches,and administrators Classroom Observations-throughout the year, administration AimsWeb, Acuity Interim Assessments-three times a year, classroom teachers

N/A

Comments:  

Last Date Review/Revised By Planning Team - 01/04/2016

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Nevada Department of Education - June 2015

Nevada Department of Education

Bunker, Berkeley L ES  2015-2016 Clark County School District

Resources and Amount

Monitoring

Action Step

List Artifacts/Evidence

Timeline and Position Responsible

Needed

Status

1.2 Family Engagement (Required) Rigorous reading instructional strategies will be shared with parents during our parent workshops. (NEPF Professional Responsibilities, Standard 4, Indicator 1, Level 4)

Apple Core Reading Program, Book Exchange, Title 1 Funding, Interventionist, librarian, NEPF rubric

Continuation From Last Year: Yes

NCCAT-S Indicators:

sign-in sheets/evaluations from parent trainings, apples earned by students for reading at home (Apple Core Program), student surveys regarding our school reading time

Parent Trainings, Oct., Jan., Marcoaches Apple Core Reading ProgramOct-May, librarian Book Exchange-twice a week, Interventionist

N/A

Comments: Parent Trainings on Parent Portal of Infinite Campus will also be provided. Student led videos, presenting strategies in ELA and Math, will be provided in English and Spanish and uploaded to the website to assist parents in supporting their students at home.   Continuation From Last 1.3 Curriculum/Instruction/Assessment (Required)

NCCAT-S Indicators: Year: Yes

Our rigorous reading instruction will embed higher level questioning, standards-based PBL's, differentiated feedback and goal setting to increase achievement and engagement into daily instruction. (NEPF Standards 1-5)

Learning map template, coaches funded by Title 1, GATE department, Edivation PD 360, NEPF rubric, WIDA Can Dos, Full STEAM Ahead planning meetings funded by the Department of Innovative Learning Environments, CTT support within the classroom funded by PASS

Learning map template, lesson plans, observations, feedback conference sheets, goal setting sheets, Acuity Interim Assessments, instructional rounds

Monthly learning map template-administration/teachers Weekly lesson plans-teachers Observations-ongoing, administration Feedback conference sheets-ongoing, administration/teachers Goal setting sheets-ongoing, administration/teachers Acuity Interim Assessments, K-2 teachers Instr. rounds-quarterly, admin/coaches/PZ 3

N/A

Comments: Our Power Hour will be re-vamped to provided greater face time with adults to explicitly teach standards in ELA. Power Hour support staff will be trained with Flying Start to Literacy, Ticket to Read and effective conferencing skills.   1.4 Other (Optional)

Continuation From Last Year:

NCCAT-S Indicators: N/A

Comments:  

Last Date Review/Revised By Planning Team - 01/04/2016

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Nevada Department of Education - June 2015

Nevada Department of Education

Bunker, Berkeley L ES  2015-2016 Clark County School District

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: Within our daily instruction, the learning tasks need to have high cognitive demand for diverse learners across all grade levels (NEPF 2).   Measurable Objective 1: Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 25.1 to 21.2 by 2016 as measured by state assessments.   Measurable Objective 2: Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 25.2 to 21.2 by 2016 as measured by state assessments.          

Monitoring Status N/A

    ACTION PLAN

MONITORING PLAN List Artifacts/Evidence of

Resources and Amount Needed for Action Step

Progress: Implementation

(please only list one action step per box)

(people, time, materials, funding sources)

Information (Data) that will verify the action step is in progress or has occurred.

List Timeline, Benchmarks, and Position

Monitoring

Responsible

Status

Continuation From Last Year: 2.1 Professional Development (Required)

NCCAT-S Indicators: Yes

Implementing the ALM model across all grade levels and content areas to promote high expectations, higher order thinking, increased motivation, discourse, and engagement in the learning process. (NEPF Instructional Standards 1-5)

Administration, coaches, GATE dept, studentcentered coaching, multiple intelligence research, Making All Kids Smarter book study, instructional technology, STEM binders, Mindset book study, NEPF rubric

Last Date Review/Revised By Planning Team - 01/04/2016

PBL's, rubrics, observations, instructional rounds, lesson plans, Full Steam Ahead agenda, grade level/PLC minutes

Page 6

Trimesterly PBL's-teachers, rubrics (ongoing)-grade levels/coaches, observations-(ongoing) administration, instructional rounds-(quarterly) admin, coaches, weekly lesson plans-teachers, Full Steam Ahead agenda-(biweekly) ALM coach, grade level/PLC minutes-grade level secretaries

N/A

Nevada Department of Education - June 2015

Nevada Department of Education

Bunker, Berkeley L ES  2015-2016 Clark County School District

Comments:   Resources and Amount Action Step

Monitoring List Artifacts/Evidence

Timeline and Position Responsible

Needed

Status

2.2 Family Engagement (Required) Parent workshops or evening trainings will engage family members in various STEAM & core academic activities through different multimedia resources. (NEPF Professional Responsibilities Standard 4)

Continuation From Last Year: Yes

PLC leadership team, Digital Coach, administration, NEPF rubric

District wide survey, parent training sign-in sheets/evaluations, parent involvement brochures

NCCAT-S Indicators: Yearly district wide survey-CCSD, parents, Parent training sign-in sheets/evaluations (per semester) admin and coaches, yearly parent involvement brochures-admin

N/A

Comments: Enlisting family/community members to serve as guest speakers and role models within our PBL's.   Continuation From Last 2.3 Curriculum/Instruction/Assessment (Required)

NCCAT-S Indicators: Year: Yes

Within the classroom, students will engage in authentic PBL's to increase problem-solving skills based on evidence. (NEPF Instructional Standard 2, Level 3)

Interventionist funded by Flex Budget, grade level teams, administration, Do the Math kits, literacy leveled texts, DRA, NEPF rubric, WIDA Can Dos, coaches funded by Title 1, CTT's working with Tier 2 and Tier 3 students in the classroom funded by PASS, IA's funded by Flex and Title 1 budgets

student work related to PBL's, lesson plans, classroom observations, instructional rounds

student work related to PBL's(ongoing)-grade levels/coaches/admin., weekly lesson plansteachers, classroom observations (ongoing)-admin., quarterly instructional rounds-coaches/PZ 3 team, admin

Comments:   2.4 Other (Optional)

Continuation From Last Year:

NCCAT-S Indicators: N/A

Comments:  

Last Date Review/Revised By Planning Team - 01/04/2016

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Nevada Department of Education - June 2015

N/A

Nevada Department of Education

Bunker, Berkeley L ES  2015-2016 Clark County School District

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: To increase the percentage of school-based personnel trained in cultural competency.   Root Causes: Cultural bias. Girls are outperforming boys-gender gap. Huge disparity between white students and our other minority subgroups of students from different ethnicities and cultures. Demonstrating the need for culturally responsive teaching. Ethnicity of staff does not match the ethnicity of the student body. There is evidence to support that more office referrals are made on African American boys than any other group of children. Understanding various ways and approached to positively reach our minority groups and build effective relationships is still an area of focus.   Measurable Objective 1: The administrative team will complete Cultural Rounds at targeted CCSD elementary schools provided by EDE during 2016 to identify areas of concern and to minimize the impact of cultural bias at our school site.            

Monitoring Status N/A

    ACTION PLAN

Action Step (please only list one action step per box)

MONITORING PLAN

Resources and Amount Needed for Implementation (people, time, materials, funding sources)

List Artifacts/Evidence of Progress:

List Timeline, Benchmarks,

Monitoring

Information (Data) that will verify the action step is in progress or has occurred.

and Position Responsible

Status

3.1 Professional Development (Required) Professional development pertaining to Cultural Competency. (NEPF Professional Responsibilities Standard 3)

Equity and Diversity Department of CCSD, admin and coaches to provide training, customer service plan to welcome and attract families to the school, Edivation PD 360 (differentiated professional development with reflective practices), NEPF rubric

Continuation From Last Year: district wide survey, classroom observations, instructional rounds, NEPF rubric (professional responsibilities), training agendas and evaluations, parent sign-in sheets, student perception survey, discipline, attendance and transciency data

NCCAT-S Indicators: training quarterly for administration, survey-yearly, classroom observations-daily, data analysis-quarterly

N/A

Comments:

Last Date Review/Revised By Planning Team - 01/04/2016

Page 8

Nevada Department of Education - June 2015

Nevada Department of Education

Bunker, Berkeley L ES  2015-2016 Clark County School District

Bunker staff has completed two training sessions from the Equity and Diversity Department during the Spring of 2015. They have also been introduced to the Bennett model and participated in a self-assessment of where we are in relation to this model. November 2015 staff development day had everyone participate in a simulation of what it is like to be an ELL in our school and what we could do to make life better for our ELLs.   Resources and Amount Action Step

Timeline and Position

Monitoring

Responsible

Status

List Artifacts/Evidence Needed

3.2 Family Engagement (Optional) Culturally competent strategies learned from the EDE training will be infused into the academic parent trainings to increase cultural awareness among our parents. (NEPF Professional Responsibilities Standard 3)

Continuation From Last Year: Yes Title 1 funds, administrators, coaches, EDE resources

NCCAT-S Indicators:

Parent sign-in sheets and evaluations, district wide survey, informal perception data. Parent training videos on the school website.

Training four times a year starting in October, surveysyearly

N/A

Comments:   3.3 Curriculum/Instruction/Assessment (Optional) Purposefully infuse cultural competent strategies within our daily instruction to reach and teach children of all ethnicities and cultures. (NEPF Professional Responsibilities Standard 3)

Continuation From Last Year: Yes

Edivation PD 360, Kagan Structures, 100+ Educational Strategies to Teach Children of Color and other related literature sources, HQSI strategies, WIDA Can Dos, guidance lessons from counselor, student council

instructional rounds, daily lesson plans, observations, student achievement data (disaggregated by subgroups), state assessments, student district wide survey, discipline data

NCCAT-S Indicators: administration & coaches will implement training at least four times a year, counselor-guidance lessons conducted at least once a month

Comments: The student council will build student leadership, decision making, and ownership.   3.4 Other (Optional)

Continuation From Last Year:

NCCAT-S Indicators: N/A

Comments:    

Last Date Review/Revised By Planning Team - 01/04/2016

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Nevada Department of Education - June 2015

N/A

Nevada Department of Education

Bunker, Berkeley L ES  2015-2016 Clark County School District

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

Amount Received for this

Purposes for which funds are used (include targeted audience, specific activities,

Priority Need/Goal

School Year

intended outcomes, etc.)

Applicable Goal(s) Title 1 Title 1 Title 1 Flex Budget

$233,700.00 $233,700.00 $233,700.00 $3,341,468

PASS

$8,998.00

Title 1

$233,700,00

Flex

$3,341,468

Last Date Review/Revised By Planning Team - 01/04/2016

$75,000-Math Strategist to increase student achievement in Math $75,000-Literacy Strategist to increase student achievement in Literacy $75,000 - Technology Strategist to increase student achievement in Literacy and Math. $13,916 - 3.9 hour to support Tier 2 and 3 students in ELA and math. CTT to provide additional support for Tier 2 and 3 first graders in ELA and Math with 409 hours @$22 per hour for a total of $8,998.00 2 hours of support staff time. One hour for intervention with Tier 3 students in ELA and Math. The other hour for translations into Spanish to increase parental involvement. Total cost: $6,750. Two Instructional Assistants (5 hour and 6 hour) to support Tier 2 and 3 students in LRE setting. $17,841 and $21,409.

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Goal 2 Goals 1 and 2 Goals 1, 2 and 3 Goals 1 and 2 Goals 1 and 2 Goals 1, 2 and 3 Goals 1 and 2

Nevada Department of Education - June 2015

Nevada Department of Education

Bunker, Berkeley L ES  2015-2016 Clark County School District

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. Bunker has a 100% highly qualified teachers and support staff. We have a very low turnover of staff. However, we always have an interview panel for teachers to determine the right fit for Bunker. We work to build a positive school climate, so that existing teachers share the benefits of working at our school with colleagues from other schools. Building the school's reputation is the most powerful way of attracting amazing teachers to Bunker.   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. All communications are translated into Spanish. Frequent parent Zoomerang surveys. School computer access. Academic workshops for parents. Dads on campus (male role models). Parent portal of Infinite Campus, as well as Parentlink. School website, newsletters, and Friday folders. Educational Involvement Accords. Parent involvement and standards based reporting brochures. Academic Family Nights. Meet and Greets and Open House. Orientation Nights. Student videos in English and Spanish to train parents in specific strategies in Math and ELA.   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.). Bunker has a community based preschool funded by a state grant. We are also a Child-Find site staffed exclusively with Bunker faculty members. Parents receive thorough transition and orientation at the school. Pre-K general education students are gathered from the Bunker attendance zone. Parents are required to attend all the workshops and volunteer in the classroom to prepare them for Kindergarten. 5th grade transition to Middle School Program, as well as site visits.   4. Identify the measures that include teachers in decisions regarding the use of academic assessments. SBAC, WIDA, and Acuity Interim Assessments are a non-negotiable. No input here. Teachers voted to use AimsWeb-RCBM as the universal benchmark screener. Teachers have the option to DRA their students. Support staff assist with the collection of RTI data from AimsWeb to progress monitor strategic students. Grade levels develop their own common formative assessments with complete autonomy to decide which assessments they will use or create.   5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement efforts Bunker has grant funded Kindergarten positions to provide full day kindergarten services to our school community. Title 1 Funding is used to purchase additional staff to support ELA and math, and to provide PD for teachers and workshops for parents. PASS funding is utilized to provide CTT's to support Tier 2 and Tier 3 students across all grade levels in pursuit of the Superintendent's initiative of literacy by third grade.

Last Date Review/Revised By Planning Team - 01/04/2016

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Nevada Department of Education - June 2015

 

Nevada Department of Education

Bunker, Berkeley L ES  2015-2016 Clark County School District

APPENDIX A - Professional Development Plan 1.1 Grade Level PLC's will collaboratively plan standards-based instruction infusing the learning targets and DOK into their daily reading lessons. (NEPF Professional Responsibilities Standard 1, Indicator 1, Level 4)     Goal 1 Additional PD Action Step (Optional)     2.1 Implementing the ALM model across all grade levels and content areas to promote high expectations, higher order thinking, increased motivation, discourse, and engagement in the learning process. (NEPF Instructional Standards 1-5)     Goal 2 Additional PD Action Step (Optional)     3.1 Professional development pertaining to Cultural Competency. (NEPF Professional Responsibilities Standard 3)     Goal 3 Additional PD Action Step (Optional)

Last Date Review/Revised By Planning Team - 01/04/2016

Page 12

Nevada Department of Education - June 2015

 

Nevada Department of Education

Bunker, Berkeley L ES  2015-2016 Clark County School District

APPENDIX B - Family Engagement Plan

 

1.2 Rigorous reading instructional strategies will be shared with parents during our parent workshops. (NEPF Professional Responsibilities, Standard 4, Indicator 1, Level 4)     Goal 1 Additional Family Engagement Action Step (Optional)     2.2 Parent workshops or evening trainings will engage family members in various STEAM & core academic activities through different multimedia resources. (NEPF Professional Responsibilities Standard 4)     Goal 2 Additional Family Engagement Action Step (Optional)     3.2 Culturally competent strategies learned from the EDE training will be infused into the academic parent trainings to increase cultural awareness among our parents. (NEPF Professional Responsibilities Standard 3)     Goal 3 Additional Family Engagement Action Step (Optional)

Last Date Review/Revised By Planning Team - 01/04/2016

Page 13

Nevada Department of Education - June 2015

Nevada Department of Education

Bunker, Berkeley L ES  2015-2016 Clark County School District

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 55.66% to 60.66% by 2016 as measured by state assessments.  

Status N/A

 

Comments: 1.1 Professional Development: 1.2 Family Engagement: Parent Trainings on Parent Portal of Infinite Campus will also be provided. Student led videos, presenting strategies in ELA and Math, will be provided in English and Spanish and uploaded to the website to assist parents in supporting their students at home. 1.3 Curriculum/Instruction/Assessment: Our Power Hour will be re-vamped to provided greater face time with adults to explicitly teach standards in ELA. Power Hour support staff will be trained with Flying Start to Literacy, Ticket to Read and effective conferencing skills. 1.4 Other:  

Mid-Year 1.1

End-of-Year

Grade Level PLC's will collaboratively plan standards-based instruction infusing the learning targets and DOK into their daily reading lessons. (NEPF Professional Responsibilities Standard 1, Indicator 1, Level 4)

N/A

Rigorous reading instructional strategies will be shared with parents during our parent workshops. (NEPF Professional Responsibilities, Standard 4, Indicator 1, Level 4)

N/A

Progress

Barriers

Next Steps

1.2

Progress

Last Date Review/Revised By Planning Team - 01/04/2016

Page 14

Nevada Department of Education - June 2015

Nevada Department of Education

Bunker, Berkeley L ES  2015-2016 Clark County School District

Barriers Next Steps 1.3

Our rigorous reading instruction will embed higher level questioning, standards-based PBL's, differentiated feedback and goal setting to increase achievement and engagement into daily instruction. (NEPF Standards 1-5)

N/A

Progress

Barriers

Next Steps

1.4

N/A

Progress

Barriers

Next Steps

Last Date Review/Revised By Planning Team - 01/04/2016

Page 15

Nevada Department of Education - June 2015

Nevada Department of Education

Bunker, Berkeley L ES  2015-2016 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 performing and ethnic/racial subgroups in both reading and math.   Measurable Objective(s): Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 25.1 to 21.2 by 2016 as measured by state assessments. Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 25.2 to 21.2 by 2016 as measured by state assessments.  

Status N/A

  Comments: 2.1 2.2 2.3 2.4

Professional Development: Family Engagement: Enlisting family/community members to serve as guest speakers and role models within our PBL's. Curriculum/Instruction/Assessment: Other:  

Mid-Year 2.1

End-of-Year

Implementing the ALM model across all grade levels and content areas to promote high expectations, higher order thinking, increased motivation, discourse, and engagement in the learning process. (NEPF Instructional Standards 1-5)

N/A

Parent workshops or evening trainings will engage family members in various STEAM & core academic activities through different multimedia resources. (NEPF Professional Responsibilities Standard 4)

N/A

Progress

Barriers

Next Steps

2.2

Last Date Review/Revised By Planning Team - 01/04/2016

Page 16

Nevada Department of Education - June 2015

Nevada Department of Education

Bunker, Berkeley L ES  2015-2016 Clark County School District

Progress Barriers Next Steps 2.3

Within the classroom, students will engage in authentic PBL's to increase problem-solving skills based on evidence. (NEPF Instructional Standard 2, Level 3)

N/A

Progress

Barriers

Next Steps

2.4

N/A

Progress

Barriers

Next Steps

Last Date Review/Revised By Planning Team - 01/04/2016

Page 17

Nevada Department of Education - June 2015

Nevada Department of Education

Bunker, Berkeley L ES  2015-2016 Clark County School District

APPENDIX C - Monitoring/Evaluation

 

Priority Need/Goal 3 Priority Need/Goal 3: To increase the percentage of school-based personnel trained in cultural competency.   Measurable Objective(s): The administrative team will complete Cultural Rounds at targeted CCSD elementary schools provided by EDE during 2016 to identify areas of concern and to minimize the impact of cultural bias at our school site.  

Status N/A

 

Comments: 3.1 Professional Development: Bunker staff has completed two training sessions from the Equity and Diversity Department during the Spring of 2015. They have also been introduced to the Bennett model and participated in a self-assessment of where we are in relation to this model. November 2015 staff development day had everyone participate in a simulation of what it is like to be an ELL in our school and what we could do to make life better for our ELLs. 3.2 Family Engagement: 3.3 Curriculum/Instruction/Assessment: The student council will build student leadership, decision making, and ownership. 3.4 Other:  

Mid-Year 3.1

End-of-Year

Professional development pertaining to Cultural Competency. (NEPF Professional Responsibilities Standard 3)

N/A

Culturally competent strategies learned from the EDE training will be infused into the academic parent trainings to increase cultural awareness among our parents. (NEPF Professional Responsibilities Standard 3)

N/A

Progress

Barriers

Next Steps

3.2

Progress

Last Date Review/Revised By Planning Team - 01/04/2016

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Nevada Department of Education - June 2015

Nevada Department of Education

Bunker, Berkeley L ES  2015-2016 Clark County School District

Barriers Next Steps 3.3

Purposefully infuse cultural competent strategies within our daily instruction to reach and teach children of all ethnicities and cultures. (NEPF Professional Responsibilities Standard 3)

N/A

Progress

Barriers

Next Steps

3.4

N/A

Progress

Barriers

Next Steps

Last Date Review/Revised By Planning Team - 01/04/2016

Page 19

Nevada Department of Education - June 2015