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    Washoe County School District

    Alice Smith ES

    School Performance Plan: A Roadmap to Success

     

    Alice Smith ES has established its School Performance Plan for the school year. This plan was developed by the school’s continuous improvement (CI) team and informed by a comprehensive needs assessment that included data analysis and meaningful engagement with the school community. It includes the school's goals and process developed during Act 1. The CI team will monitor implementation throughout the school year and evaluate and update the goals at the end of the year.

     

     

     

     

     

     

     

     

     

     

     

    Principal: Mary Beth Akers

    School Website: https://www.washoeschools.net/alicesmith

    Email: marybeth.akers@washoeschools.net

    Phone: 775-677-5410

    School Designations: Title I CSI TSI TSI/ATSI

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Our SPP was last updated on Click here to enter a date.

     

    School Continuous Improvement Team

    The Continuous Improvement Team is made up of a diverse group of school administrators, teachers, staff, caretakers, and students charged with developing, implementing, and evaluating the school’s continuous improvement efforts outlined in the School Performance Plan.

    Name

    Role

    Mary Beth Akers

    Acting Principal(s) (required)

    Laurie Campbell

    Other School Administrator(s) (required)

     Ashley Robbins

    Teacher(s) (required)

    Veronica Perez

    Paraprofessional(s) (required)

    Omarra Grass

    Parent(s) (required)

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    Student(s) (required for secondary schools)

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    Tribes/Tribal Orgs (if present in community)

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    Specialized Instructional Support Personnel (if appropriate)

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    Click here to add their role.

    School Demographics and Performance Information

    In compliance with federal and state law, Nevada’s K-12 Accountability Portal provides detailed information about each school’s student and staff demographics and school performance rating, a star- rating system based on the Nevada School Performance Framework (NSPF). You can find our School Rating Report at http://nevadareportcard.nv.gov/DI/nv/washoe/alice_smith_elementary/2022/nspf/

     

    School Goals and Improvement Plan

    The improvement plan on the following pages articulates our goals for the upcoming school year, strategies we will employ to achieve our goals, and other important planning information.

    Inquiry Area 1 - Student Success

    Student Success

    Areas of Strength

    Areas for Growth

    From 34% to 38% proficient in ELA; From 29% to 36% Proficient in

    Math. Went from 6% to 21% proficient in ELA for EL students; From 7% to 18% Proficient in Math.

     

    Proficiency in the IEP category is flat.

    Problem Statement: Students are underperforming due to excess absences, lack of foundational skills (i.e., phonics, phonemic awareness, reading fluency, etc.), comprehension understanding and differentiation within the classroom.

    Critical Root Causes of the Problem:

    Limited Small Groupings/Flexible Groupings; Limited Opportunities for Differentiation; Interruptions to Routines and Structures; Student Accountability and Pacing.

     

    Student Success

    Unsupported image type.School Goal: Student proficiency will increase by 10% in ELA and Math as indicated on the SBAC

    Aligned to Nevada’s STIP

    for the general population, and IEP and EL subgroups.

    Goal:

     

    • STIP Goal 1       STIP Goal 2

    Formative Measures:

    STIP Goal 3       STIP Goal 4

    Common Assessments; iReady, MAP, student writing samples.

    • STIP Goal 5

     

    Unsupported image type.Unsupported image type.Improvement Strategy: Improve/Increase Tier I instructional practices; “WIN (What I Need) time”, MTSS small group interventions meeting student needs, opportunities and supports by teachers and support staff.

    Evidence Level: Tier 1 - Strong EvidenceAction Steps: What steps do you need to take to implement this improvement strategy?

    - Establish a shared pacing and instructional calendar

    - Master schedule that enables uninterrupted Tier I instructional and Designated Intervention “WIN” time

    - Differentiated groupings based on IReady diagnostics and formative assessments, scaffolding, common planning within grade level teams. Continue to improve and implement vertically aligned writing model.  

     

    -Grade level PLCs following Questions and Considerations template (Plan, Do, Study, Act) model that incorporates The Four Critical Questions and consistently reflects on common formative assessments.

     

    -Establish consistently implemented “Learning Walks” that focus on common strategies or practices used to strengthen Tier 1 instruction utilized by both teachers and administrators promoting shared conversations/reflection.

    Resources Needed: What resources do you need to implement this improvement strategy?

    -Pacing Guides, Instructional Calendar, Master Schedule supporting Tier I and other tiered instruction.

    -PLC common planning template and time provided weekly, research-based curriculum materials (Benchmark; IReady Phonics for Reading, Envision, etc.), 1:1 technical-resources.

    Challenges to Tackle: What implementation challenges do you anticipate What are the potential solutions?

    Implementation Challenge: A. 1:1 technical devices for each student, establishing and ensuring shared grade level planning time, whole staff professional development and opportunities that are "sacred" for teachers to plan, prepare, instruct, and evaluate effectiveness of lessons/ instructional outcomes; Access to calendars, pacing, schedules, etc. that are maintained

     Potential Solutions: District provided devices for every student, weekly grade level PLCs and outside district resources for professional development and classroom implementation.

     

     

     

     

     

    Funding: What funding sources can you use to pay for this improvement strategy(ies) associated with this goal?

             Title I; General Budget

    Lead: Who is responsible for implementing this strategy? Administrators, teachers, support staff, outside district resources with specific expertise.  

     

     

    Unsupported image type.Unsupported image type. Equity Supports: Based on your Data Dive and Root Cause Analysis, what (if any) challenges did you identify for the following student groups specific to this goal? (Consider any resource inequities these student groups face.) What, specifically, will you do to support them to overcome those challenges?

    English Learners

    ·         Challenge: Did not have as many opportunities for training and classrooms supports in previous years. Adjustments made.

    • Support: EL teacher and assistant are included in the support and training of students and teachers. Individual supports provided through co-teaching models and small groups based on student language proficiency levels.

    Foster/Homeless:

    • Challenge: NA
    • Support: NA

    Free and Reduced Lunch:

    • Challenge: We are 100% served instructional strategies apply to all.
    • Support: We are 100% served instructional strategies apply to all.

    Migrant:

    • Challenge: NA
    • Support: NA

    Racial/Ethnic Groups:

    ·         Challenge: Growth in this area has fallen behind other groups

    • Support: Utilize data sources to track performance compared to other groups. Data and strategies will be utilized during performance planning, etc.

    Students with IEPs:

    ·         Challenge: Proficiency growth for this group has remained stagnant.

    • Support: Resource/support staff remain included in instructional supports and professional development of students and teachers.  Individual education plans and supports are provided to students through a co-teaching model and small group settings that meet IEP Goals and student needs.

     

     

     

     

     

     

    Inquiry Area 2 - Adult Learning Culture

    Adult Learning Culture

    Areas of Strength

    Areas for Growth

    Focus on stronger Tier I instruction and interventions. Backwards planning and grade-level PLCs have led to gains in proficiency.

    Proficiency in IEP category remains flat

    Problem Statement: Consistent structure of grade level PLCs have more recently been put into place. Previously, clear grade level PLC expectations and structures were not realized by staff members.

    Critical Root Causes of the Problem:

     Impact related to student attendance, lack of consistent professional learning for staff members; Professional learning consistency focused on making content comprehensible for students, lack of data driven PLC structures, Profession development centered around new resource materials (IReady).

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    Unsupported image type.Improvement Strategy: Establish and follow a Professional Learning Community Model (based on models described in Learning by Doing and Leading PLCs at Work). Ensure strong focuses around student data, common assessments, and common tier 1 planning and instruction by referencing The Four Critical Questions centered around grade level essential standards.  Move away from deficit language describing students instead of low, medium, high moving to levels 1, 2, 3 or 4.

    Evidence Level: Tier 1 - Strong Evidence

    Action Steps: What steps do you need to take to implement this improvement strategy?

    - Continue implementing grade level team PLC structures and practices. Provide designated substitute teachers to cover classrooms during weekly PLCs.

    -Provide training and support for and during grade level PLCs.

    -Schedule, support, and maintain grade level standards aligned PLCs, data dives, and Tier 1 strengthening strategies and protocols.

    Resources Needed: What resources do you need to implement this improvement strategy?

    -substitute coverage during bi-weekly PLCs. Early release Wednesday PLCs do not need substitute teacher coverage.

    -Training and protocols for effective PLC implementation.

    -Professional Development around PLC work and effective instruction.

    -Training reflecting and supporting common assessments and progress monitoring systems.

    - Learning Facilitator (position lost during the 23-24 school year)

    Challenges to Tackle: What implementation challenges do you anticipate What are the potential solutions?

    ·         Implementation Challenge: Hiring and keeping substitutes; Being able to keep PLC time from being interrupted/cancelled due to substitute shortage/coverage; Establishing norms, agendas, protocols, and expectations for PLCs; PD can be interrupted due to other mandates that are placed on the calendar.

    ·         Potential Solution: Secure Sub that commit to every PLC Tuesday; Follow and review norms, protocols, Schedule district mandated training at times other than PLC Wednesdays

    Funding: What funding sources can you use to pay for this improvement strategy(ies) associated with this goal?

    ·         Title I; General Budget.

     

    Lead: Who is responsible for implementing this strategy? Update after Strategy Selection

     

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    Unsupported image type.Inquiry Area 3 - Connectedness

    Connectedness

    Areas of Strength

    Areas for Growth

    Near 100% Participation in conference week

    “Morning Mug” only reached a limited number of families

    Problem Statement: Family engagement data demonstrated high interest for the diversity of programs offered, but families

     

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    Unsupported image type.Improvement Strategy: Build partnerships with families and outside community members utilizing various events designed to welcome families and engage in community building and academic partnerships.

    Evidence Level: Tier 1 - Strong Evidence

    Action Steps: What steps do you need to take to implement this improvement strategy?

    -Secure funding and community partnerships for events/programs.

    -Scheduling, communicating, and promoting educational and/or seasonal events.

    -Time for teachers and stakeholders to prepare and plan for seasonal events.

    Resources Needed: What resources do you need to implement this improvement strategy?

    Funding, Community Partners, Identify Coordinators, specified teacher committees, and prep time.

    to Tackle: What implementation challenges do you anticipate What are the potential solutions?

    Implementation Challenge: Funding, Community Partners, Identify Coordinators, specified teacher committees, and prep time.  

    ·         Potential Solution: FACE and Admin have secured new Partners in Ed, Have identified multiple opportunities and formats for bring in families that ensure high participation rates

    Funding: What funding sources can you use to pay for this improvement strategy(ies) associated with this        goal?

     Community Partnerships/Donations, School Budget, fundraisers.

     

    Lead: Who is responsible for implementing this strategy? Admin; FACE Liaison, Classroom Teachers and support staff.

     

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    School Community Outreach

    This section highlights our school’s deliberate and strategic efforts to engage the broader school community in our continuous improvement efforts by keeping them informed on our progress and learning and eliciting their feedback and perspective.

    Outreach Activity

    Date

    Lessons Learned from the School Community

    Morining Mug

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    Families expressed trust in focus of school; climate; excited about new school engagement activities

    Survey

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    Feel strong about school overall- need to continue to focus on academic and individual student needs- support behavioral need