School Performance Plan

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School Performance Plan Nevada Department of Education Gibson, Robert O MS 2019-2020 Clark County School District School Performance Plan School Name Gibson, Robert O MS Address (City, State, Zip Code, Telephone): 3900 W Washington Ave Las Vegas, NV 89107-2038, 7027994700 Superintendent/Region Jesus Jara / Grant Hanevold Superintendent: For Implementation During The Following Years: 2019-2020 The Following MUST Be Completed: Title I Status: Served Designation: atsi Grade Level Served: Middle School Classification: 2 Star NCCAT-S: Review Please ensure that the following Use of Core Instructional Materials Scheduling Model School Visits *1 and 2 Star Schools Only: documents will be available upon request ☑ ☑ ☑ 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 Christi Cereghino Parent James Jones Parent Carol Lynn Latronica Parent Jennifer Jaeger Principal Christopher Gist Assistant Principal Dana Perry Assistant Principal Rachel Samuel Assistant Principal Gretchen Larsen Learning Strategist Cazandra Uy Learning Strategist Renee Paterson Magnet Coordinator Cheryl Ewalt SEIF Daniel O'Rourke Social Worker Jaime Bacon Support Staff Christopher Ashton Teacher Last Date Review/Revised By Planning Team - 11/05/2019 Page 1 Nevada Department of Education - June 2017 Nevada Department of Education Gibson, Robert O MS 2019-2020 Clark County School District Donald Bacon Teacher Adrian Balom Teacher Gillian Blair Teacher Martha Bowers Teacher Robert Curdy Teacher Jessica Fasulo Teacher James Greig Teacher Teri Kennedy Teacher Ashlie Kinnaman Teacher Rogelio Rosal Teacher Lamar Shaw Teacher Diana Sytko Teacher Stacy Warner Teacher Victoria Amador Counselor Nataly Barrios Student Last Date Review/Revised By Planning Team - 11/05/2019 Page 2 Nevada Department of Education - June 2017 Nevada Department of Education Gibson, Robert O MS 2019-2020 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) Stakeholder Survey Information Achievement Gap Data Achievement Gap Data Statewide Assessments Family Engagement Data Family Engagement Data Interim Assessments Teacher/Administrator Observation Data Teacher/Administrator Observation Data Teacher/Administrator Observation Data NA NA Other: Reading Inventory / ALEKS Other: Reading Inventory / ALEKS Other: Reading Inventory / ALEKS Other: Infinite Campus Discipline Data Other: Infinite Campus Discipline Data Other: Infinite Campus Discipline Data Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process. 19-20 Demographic Data Robert O. Gibson Leadership Academy services 1,269 students. The ethnicity breakdown is as follows: 1.50% Asian/Pacific Islander, 8.83% Black, 5.59% Caucasian, 80.85% Hispanic, 2.13% Multiracial, .08% Native American, and 1.02% Native Hawaiian or other Pacific Islander. The school supports 11.03% IEP students and 26.08% LEP students. Demographic information pulled from Current Enrollment Visualization in Datalab on 10/11/19. 19-20 Positive Trends at Gibson LA Positive trends at Gibson LA include the successful implementation of school climate and culture initiatives, which have resulted in increasingly positive disciplinary statistics. As noted during the 2018/2019 school year, suspensions were reduced by 16%, allegations of bullying/cyberbullying decreased by 51%, and behavior program/expulsion referrals were reduced by 42%. Additionally, during the 2018/2019 school year, over 16,000 house rewards points were earned by students for positive behavior and academic excellence. Furthermore, Gibson LA was recognized as a Magnet School of Excellence and an AVID Certified school, and Gibson’s leadership program maintained high levels of applications/attendance from students throughout the Clark County School District, consistently filling and maintaining all available magnet seats. Chronic absenteeism rates also demonstrated improvement during the 2018/2019 school year. Overall chronic absenteeism rates declined from 14.6% (2018) to 12.6% (2019), including a significant reduction in chronic absenteeism among black/African Americans (- 17.9%) and special education students (-16.4%). Moreover, overall mathematics proficiency rates increased by 2.5 % from 19.1% proficient (2018) to 21.6% (2019). 19-20 Areas of Opportunity at Gibson LA Areas of concern at Gibson LA include a reduction in state assessment proficiency rates. Pooled proficiency (ELA, math, & Science) dropped from 29.6% proficient (2018) to 28.3% proficient (2019). Overall school proficiency rates in ELA, as based on the 2019 SBAC administration, demonstrated a decrease of 4.4%, and overall school proficiency rates in science, as based on the 2019 SBAC administration, demonstrated decrease of 1.3%. Additionally measures of academic growth demonstrated significant decline, as measured by the 2019 SBAC administration, including MGP (ELA: - 11, Math: -1), overall students meeting AGP (ELA: -7.4, Math: +0.5), ELL students meeting AGP (-21.1), and non proficient students meeting AGP (ELA: -7.7, Math: +0.4). Also of concern are chronic absenteeism indicators for black/African American students, which despite significant reduction in the number of chronically absent students remained in the lowest range for 2019 (21.6%). SBAC Data ELA 16-17 17-18 18-19 Overall Proficiency Results 39.57% 39.61% 35.91% Grade 6 28.98% 34.07% 27.29% Last Date Review/Revised By Planning Team - 11/05/2019 Page 3 Nevada Department of Education - June 2017 Nevada Department of Education Gibson, Robert O MS 2019-2020 Clark County School District Grade 7 43.09% 41.03% 40.49% Grade 8 47.13% 44.08% 40.67% 16-17 17-18 18-19 Asian 71.43% 66.67% 89.47% or Pacific Islander Black 34.09% 28.74% 29.59% Caucasian 46.43% 50.68% 41.10% Hispanic 38.86% 38.21% 34.77% Multiracial 35.00% 66.67% 52.38% Native American 100% 50.00% Native Hawaiian 11.11% 36.36% 31.25% or other Pacific Islander The school analyzed the 2018-2019 summative data (SBAC) and found the following: The spring 2019 administration of the Smarter Balanced Assessment Consortium (SBAC) online state proficiency examination in ELA was successfully administered at all grade levels. However, school proficiency rates fell below district averages for middle school (47.0%). ELA proficiency rates per grade level were as follows: sixth grade – 27.29% at/above proficiency, seventh grade – 40.49% at/above proficiency, eighth grade – 40.67% at/above proficiency, and overall – 35.91% at/above proficiency. Additionally, several demographic subgroups demonstrated achievement gaps. 35.91% of Gibson LA students overall scored at or above proficiency in ELA as measured by the SBAC spring 2019 administration. However, the following sub populations achieved proficiency at a lower rate than the school average: Black/African American (29.59%), Hispanic (34.77%), and Hawaiian/Pacific Islander (31.25%). Proficiency data was shared with stakeholders and stakeholder input was obtained. Stakeholder input was then utilized in determining goals and action steps outlined in SPP to be implemented in the 2019-2020 school year. The school analyzed the 2017-2018 summative data (SBAC) and found the following: The spring 2018 administration of the Smarter Balanced Assessment Consortium (SBAC) online state proficiency examination in ELA was successfully administered at all grade levels. However, school proficiency rates fell below district averages for middle school (45.7%). ELA proficiency rates per grade level were as follows: sixth grade – 34.07% at/above proficiency, seventh grade – 41.03% at/above proficiency, eighth grade – 44.08% at/above proficiency, and overall – 39.61% at/above proficiency. Additionally, several demographic subgroups demonstrated achievement gaps. 39.61% of Gibson LA students overall scored at or above proficiency in ELA as measured by the SBAC spring 2018 administration. However, the following sub populations achieved proficiency at a lower rate than the school average: Black/African American (28.74%), Hispanic (38.21%), and Hawaiian/Pacific Islander (36.36%). The school analyzed the 2016-2017 summative data (SBAC) and found the following: The spring 2017 administration of the Smarter Balanced Assessment Consortium (SBAC) online state proficiency examination in ELA was successfully administered at all grade levels. However, with the exception of eighth grade, school proficiency rates fell below district averages. ELA proficiency rates per grade level were as follows: sixth grade – 28.98% at/above proficiency (CCSD – 42.88%), seventh grade – 43.09% at/above proficiency (CCSD – 48.55%), and eighth grade – 47.13% at/above proficiency (CCSD – 46.57%). Additionally, several demographic subgroups demonstrated achievement gaps. 39.57% of Gibson LA students overall scored at or above proficiency in ELA as measured by the SBAC spring 2017 administration. However, the following sub populations achieved proficiency at a lower rate than the school average: Black/African American (34.09%), Hispanic (38.86%), multiracial (35.00%) and Hawaiian/Pacific Islander
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