School Performance Plan

Home , Stacy Warner

Nevada Department of Education Gibson, Robert O MS 2019-2020 Clark County School District

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 (11.0%).

Math 16-17 17-18 18-19 Overall Proficiency Results 15.83% 19.02% 22.01% Grade 6 14.10% 18.52% 20.77% Grade 7 17.34% 18.99% 23.46% Grade 8 16.21% 19.61% 21.79%

16-17 17-18 18-19 Asian 44.44% 42.86% 57.89% or Pacific Islander Black 13.42% 14.94% 15.46% Caucasian 27.84% 36.11% 35.62% Hispanic 14.51% 17.05% 20.65% Multiracial 15.00% 33.33% 38.10% Native Hawaiian 18.18% 18.75% or other Pacific Islander

Last Date Review/Revised By Planning Team - 11/05/2019 Page 4 Nevada Department of Education - June 2017 Nevada Department of Education Gibson, Robert O MS 2019-2020 Clark County School District

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 math was successfully administered at all grade levels. However, school proficiency rates fell below district averages for middle school (31.1%). Math proficiency rates per grade level were as follows: sixth grade – 20.77% at/above proficiency, seventh grade – 23.46% at/above proficiency, eighth grade – 21.79% at/above proficiency, and overall – 22.01% at/above proficiency. Additionally, several demographic subgroups demonstrated achievement gaps. 22.01% of Gibson LA students overall scored at or above proficiency in math 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 (15.46%), Hispanic (20.65%), and Hawaiian/Pacific Islander (18.75%).

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 math was successfully administered at all grade levels. However, school proficiency rates fell below district averages for middle school (30.1%). Math proficiency rates per grade level were as follows: sixth grade – 18.52% at/above proficiency, seventh grade – 18.99% at/above proficiency, eighth grade – 19.61% at/above proficiency, and overall – 19.02% at/above proficiency. Additionally, several demographic subgroups demonstrated achievement gaps. 19.02% of Gibson LA students overall scored at or above proficiency in math 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 (14.94%), Hispanic (17.05%), and Hawaiian/Pacific Islander (18.18%).

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 was successfully administered in math at all grade levels. However, with the exception of eighth grade, school proficiency rates fell below district averages. Math proficiency rates per grade level were as follows: sixth grade – 14.10% at/above proficiency (CCSD – 29.72%), seventh grade – 17.34% at/above proficiency (CCSD – 28.44%), and eighth grade – 16.21% at/above proficiency (CCSD – 14.80%). Additionally, several demographic subgroups demonstrated achievement gaps. 15.83% of Gibson LA students overall scored at or above proficiency in math 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 (13.42%), Hispanic (14.51%), and multiracial (15.0%).

Prioritized Needs: Gibson LA. conducted a comprehensive needs assessment (NCCAT-S) during the 2018-2019 school year. Based on the NCCAT-S, it was determined that Gibson's prioritized needs are: 1.1 All instructional staff members implement a curriculum that is aligned with state standards. 1.2 All instructional staff members deliver the standards-based curriculum to all students 1.5 All instructional staff members analyze results from available assessments, including state and local, and use the results to refocus or modify instruction at the school and classroom levels to ensure that all students meet or exceed proficiency. 2.3 All instructional staff members use progress monitoring, grading, and/or reporting procedures that are standards-based to inform students and parents of student academic progress. Teachers and staff analyzed data to identify prioritized needs of increasing proficiency in math and ELA as reflected in goals and action steps outlined in the SPP. Gibson will be conducting another needs assessment during the 19-20 school year with NWEA.

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HOPE 2 Intervention

Focus of Intervention: During the 2015‐2016 and 2016‐2017 school years, through HOPE2 and Focus/1003(a) funding, Gibson Leadership Academy sent six teams to Atlanta, Georgia to participate in the RCA Educator Training Program. Upon the conclusion of the 2016‐2017 school year, over 96% of licensed staff had attended RCA professional development. During the 2017-2018 and the 2018-2019 school years, through HOPE2 funding, Gibson LA has sent all newly hired/transfer staff members to participate in RCA training, and our goal is to maintain a minimum of 95% licensed/administrative staff attendance of RCA’s intensive two day training, with the expectation that ALL staff members actively implement school‐wide expectancies based on the RCA model. Additionally, Gibson Middle School staff work with schools in our feeder alignment to share experiences and to develop consistency within our geographic zones. Furthermore, Gibson LA hosts CCSD schools for on‐site observations of RCA strategy implementation on our campus. For the 2019-2020 school year, HOPE2 funding will provide the opportunity for newly hired/transfer licensed staff to attend the RCA Educator Training Program in Atlanta, Georgia, allowing us to maintain a minimum 95% participation rate and promoting consistent school-wide expectations. Gibson LA is planning one fall trip (10 participants), which will provide RCA training for newly hired/transfer licensed staff and, depending on seat availability, may allow for the participation of key support staff as well: In House Suspension aide, campus security monitors, SPTAs, instructional assistants, etc. Additionally, Gibson LA will provide extended planning opportunities for our Climate and Culture/House Leader Committee as we reinforce school‐wide initiatives based on RCA’s educator training program: school rules/procedures, instructional strategies, house reward system, etc. The primary responsibility of this committee is to monitor school wide initiatives and plan for next steps. In conjunction with RCA attendance, Gibson LA will implement a school‐wide book study on Discipline that Restores by Ron & Roxanne ClaaSsen. This book aligns well with the philosophy and techniques incorporated at RCA and provides strategies/activities that will promote restorative justice practices on campus. Additionally, Gibson LA will maintain the In House Suspension aide position through HOPE2 funds. This support staff position allows for alternative disciplinary consequences for behavior infractions. HOPE2 funds will also provide for one licensed prep buyout to provide instructional assistance/tutoring for one period per day in the In house suspension setting. This will ensure a continuity of instruction during the assignment of in school suspension. Lastly, Gibson LA will continue to maintain a close working relationship between the deans’ and counseling offices, with a focus on providing targeted counseling to any student receiving a suspension for behaviors impacting the school campus. Through meetings with their counselors, students will identify and incorporate appropriate behaviors, participate in goal setting, and avoid subsequent repeated disciplinary consequences. Gibson’s school social worker will, likewise, provide support through the “Power of One” mentoring program.

Monitoring Plan: Gibson LA will primarily utilize disciplinary statistics to track the effectiveness of this initiative: deans’ referrals, suspensions, and behavior program/expulsion referrals. Additional data sources utilized to evaluate the overall impact on school culture and climate will include attendance rates, grade distribution, promotion/retention rates, and CCSD parent/student survey results.

Evaluation Plan: Gibson LA's efforts to strengthen the community/culture on our campus by establishing positive relationships between staff and students, promoting excellence in regard to behavior/citizenship, maintaining a high level of personal accountability, and establishing a culture of discipline, manners, and respect will contribute to the reduction of suspension, behavior program referrals, and expulsions. Additionally, a focus on restorative justice practices and providing counseling services in conjunction with disciplinary consequences will decrease repeated behavioral infractions. The data mentioned in the Monitoring Plan above will be used to determine the overall effectiveness.

Last Date Review/Revised By Planning Team - 11/05/2019 Page 6 Nevada Department of Education - June 2017 Nevada Department of Education Gibson, Robert O MS 2019-2020 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 the percent of all students proficient in ELA from 35.2% to 46.9% by 2020 and to 58.6% by 2021 as measured by state summative assessments. 2020 goal has been adjusted to meet long-term 2021 goal.

Root Causes: Tier I instruction and curriculum implementation are not consistently aligned (both horizontally and vertically) with state standards in ALL classrooms. Additionally, instructional materials/texts are not consistently aligned with state standards/grade levels in ALL classrooms. Instructional collaboration and planning does not consistently include data analysis and/or data-based decision making in ALL departments/grade levels. Grade/progress reporting best practices are not consistently implemented by ALL staff.

Measurable Objective 1: Increase the percent of English Language Learners (ELL) proficient in ELA from 29.1% to 31.6% by 2020 and to 34.1% by 2021 as measured by state summative assessments.

Monitoring Status

N/A

ACTION PLAN MONITORING PLAN

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

Continuation From Last 1.1 Professional Development (Required) NCCAT-S Indicators: 1.1, 1.2, 1.5, & 2.3 Year: Yes

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Professional development activities will promote effective Staffing- Literacy strategist (Title Informal/formal observations, Kagan Professional Development (August N/A engagement strategies: Kagan structures, Ron Clark Academy I - $79,670) Staff Development- professional development 2019)- administration; RCA Training (RCA) instructional strategies, collaborative grouping, etc. RCA fall trainings (HOPE2 - agendas and participation (November 2019 & January 2020)- Licensed staff, who have attended the RCA Educator Training, will $20,231); ANet partnership; records, walk-through/peer administration; ANet Partnership (August remain at a minimum of 95%. Achievement Network (ANet) Kagan professional development observation data 2019-May 2020)- administration, partnership will strengthen standards based instructional (Title I - $11,478) strategist, department chair/grade level practices and foster data-based decision-making and instructional leads; Strategist Support (August 2019- planning. ANet partnership and instructional strategist will May 2020)- administration support peer collaboration and promote literacy strategies throughout all content areas. Comments:

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

Continuation From Last 1.2 Family Engagement (Required) NCCAT-S Indicators: 2.3 Year: Yes Magnet personnel will promote community Staffing- Magnet theme coordinator Flyers/newsletters/web Magnet Communication/Recruitment (August 2019- N/A engagement through consistent communication, (Magnet - $86,109); postings, parent meeting May 2020)- administration, magnet theme charitable outreach, student led conferencing, and Leadership/AVID instructor agendas/minutes/sign-in sheets, coordinator; RCA Training (November 2019 & January recruitment activities. The implementation of RCA (Magnet - $86,109); Magnet parent surveys/evaluations 2020)- administration; Fall Parent Night (November strategies will build and develop a sense of secretary (Magnet - $48,129); (including Spanish translation), 2019)- administration, multicultural committee; community and positive culture through Gibson’s Licensed extra duty pay for committee meeting Monthly Parent Meetings/Quarterly Community Great 8 school wide rules/expectations and the house community events (Title I PISA - agendas/minutes, website Workshops (August 2019-May 2020)- administration; reward system. Parent and family engagement $1,173) Staff Development- RCA fall portal usage community events committee; Monthly SOT meetings opportunities will be provided through the & Spring trainings (HOPE2 - (August 2019-May 2020)- administration; Website Community Events Committee, monthly parent $20,231) Parent Involvement- Maintenance (August 2019-May 2020)- administration, meetings/workshops, and monthly School Website maintenance (Title I PISA - site-based technician Organizational Team (SOT) meetings. Consistent $3,750); Refreshments for monthly school-to-home communication will be promoted via parent meetings (Title I PISA - the rogibson.org interactive website. $162). Comments:

Continuation From 1.3 Curriculum/Instruction/Assessment (Required) NCCAT-S Indicators: 1.1, 1.2, 1.5, & 2.3 Last Year: Yes

Last Date Review/Revised By Planning Team - 11/05/2019 Page 8 Nevada Department of Education - June 2017 Nevada Department of Education Gibson, Robert O MS 2019-2020 Clark County School District

Class size reduction teachers/prep buyouts and learning Staffing- Literacy strategist (Title I - $79,670); Class Lesson plans, Staffing (August 2019)- administration; N/A strategist support will promote increased student size reduction ELA/science teachers (Title I - administrative Implementation of School Initiatives, achievement in literacy and reduce the achievement gap for $128.874); Prep buyout for class size reduction and observations, state Including AVID, Kagan, and RCA IEP, FRL, and LEP subgroups. The magnet theme coordinator, ELL support (Title I & Title III - $117,941); Magnet assessment results, Instructional Strategies (August 2019-May leadership teachers, and a certified temporary tutor (CTT) staffing (Magnet - $172,217), AVID CTT (Title I - MAP/Reading 2020)- administration, will increase student achievement through the $8,987); Licensed extra duty/tutoring (Title I & Title Inventory/Lexia data, strategist/coordinator, department implementation of Advancement Via Individual III - $6,780); Licensed extra duty and substitute technology schedules, chairs/grade level leads; ANet Partnership Determination (AVID) college and career readiness strategies collaboration (Title I - $2,385) Staff Development- RCA coaching/tutoring (August 2019-May 2020)- administration, and the AVID tutorial model. RCA and Kagan professional fall trainings (HOPE2 - $20,231); ANet partnership; schedules, strategist, department chair/grade level development will foster rigorous and engaging instructional Kagan professional development (Title I - $11,478) walkthrough/peer leads; Teacher Collaboration and Strategist practices. ANet partnership will provide for consistent Instructional Materials/Software/Technology- Lexia observation data, Support (August 2019-May 2020)- progress monitoring, standards-based instructional practices, PowerUp software (Title I - $11,900); Read collaboration administration, strategist, department and a culture of data-based decision making. The 180/System 44 software & consumables (Title I agendas/minutes chair/grade level leads; incorporation of Lexia PowerUp and Read 180/System 44 $3,598); Chromebooks for ELL/RTI instruction (Title Technology/Software Integration (August software will provide remediation assistance for struggling III - $3,648) 2019-May 2020)- administration, strategist, learners, and after school tutoring will provide consistent department chair/grade level leads, site homework assistance for all Gibson LA students. Instructional based technician; Tutoring (August 2019- staff will engage in continual collaboration through extra May 2020)- administration duty and substitute funding. Additional prep buyouts will provide English language learners with additional support in literacy via Read 180/System 44 programs and technology integration, as well as designated afterschool tutoring. Comments:

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

Comments:

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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: Increase the percent of all students proficient in math from 21.6% to 32.2% by 2020 and to 42.7% by 2021 as measured by state summative assessments. 2020 goal has been adjusted to meet long-term 2021 goal.

Measurable Objective 1: Increase the percent of English Language Learners (ELL) proficient in math from 17.3% to 22.7% by 2020 and to 28% by 2021 as measured by state summative assessments. 2020 goal has been adjusted to meet long-term 2021 goal.

Monitoring Status

N/A

ACTION PLAN MONITORING PLAN

Continuation From Last 2.1 Professional Development (Required) NCCAT-S Indicators: 1.1, 1.2, 1.5, & 2.3 Year: Yes

Last Date Review/Revised By Planning Team - 11/05/2019 Page 10 Nevada Department of Education - June 2017 Nevada Department of Education Gibson, Robert O MS 2019-2020 Clark County School District

Professional development activities will promote effective Staffing- Math strategist (Title I - Informal/formal observations, Kagan Professional Development (August N/A engagement strategies: Kagan structures, Ron Clark Academy $76,992) Staff Development- RCA professional development 2019)- administration; RCA Training (RCA) instructional strategies, collaborative grouping, etc. fall trainings (HOPE2 - $20,231); agendas and participation (November 2019 & January 2020)- Licensed staff, who have attended the RCA Educator Training, will ANet partnership; Kagan records, walk-through/peer administration; ANet Partnership (August remain at a minimum of 95%. Achievement Network (ANet) professional development (Title observation data 2019-May 2020)- administration, partnership will strengthen standards based instructional practices I - $11,478) strategist, department chair/grade level and foster data-based decision-making and instructional planning. leads; Strategist Support (August 2019- ANet partnership and instructional strategist will support peer May 2020)- administration collaboration and promote the Common Core's 8 mathematical practice standards. Comments:

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

Continuation From Last 2.2 Family Engagement (Required) NCCAT-S Indicators: 2.3 Year: Yes Magnet personnel will promote community Staffing- Magnet theme coordinator Flyers/newsletters/web Magnet Communication/Recruitment (August 2019- N/A engagement through consistent communication, (Magnet - $86,109); postings, parent meeting May 2020)- administration, magnet theme charitable outreach, student led conferencing, and Leadership/AVID instructor agendas/minutes/sign-in sheets, coordinator; RCA Training (November 2019 & January recruitment activities. The implementation of RCA (Magnet - $86,109); Magnet parent surveys/evaluations 2020)- administration; Fall Parent Night (November strategies will build and develop a sense of secretary (Magnet - $48,129); (including Spanish translation), 2019)- administration, multicultural committee; community and positive culture through Gibson’s Licensed extra duty pay for committee meeting Monthly Parent Meetings/Quarterly Community Great 8 school wide rules/expectations and the house community events (Title I PISA - agendas/minutes, website Workshops (August 2019-May 2020)- administration; reward system. Parent and family engagement $1,173) Staff Development- RCA fall portal usage community events committee; Monthly SOT meetings opportunities will be provided through the & Spring trainings (HOPE2 - (August 2019-May 2020)- administration; Website Community Events Committee, monthly parent $20,231) Parent Involvement- Maintenance (August 2019-May 2020)- administration, meetings/workshops, and monthly School Website maintenance (Title I PISA - site-based technician Organizational Team (SOT) meetings. Consistent $3,750); Refreshments for monthly school-to-home communication will be promoted via parent meetings (Title I PISA - the rogibson.org interactive website. $162). Comments:

Continuation From 2.3 Curriculum/Instruction/Assessment (Required) NCCAT-S Indicators: 1.1, 1.2, 1.5, & 2.3 Last Year: Yes

Last Date Review/Revised By Planning Team - 11/05/2019 Page 11 Nevada Department of Education - June 2017 Nevada Department of Education Gibson, Robert O MS 2019-2020 Clark County School District

Class size reduction teacher and learning strategist Staffing- Math strategist (Title I - $76,992); Class size Lesson plans, Staffing (August 2019) – administration; N/A support will promote increased student achievement in reduction math teacher (Title I - $78,682); Prep buyout administrative Implementation of School Initiatives, Including mathematics and reduce the achievement gap for IEP, for class size reduction and ELL support (Title I & Title observations, state AVID, Kagan, and RCA Instructional Strategies FRL, and LEP subgroups. The magnet theme coordinator, III - $117,941); Magnet staffing (Magnet - $172,217), assessment results, (August 2019-May 2020) – administration, leadership teachers, and a certified temporary tutor AVID CTT (Title I - $8,987); Licensed extra duty/tutoring MAP/ALEKS data, strategist/coordinator, department (CTT) will increase student achievement through the (Title I - $4,140); Licensed extra duty and substitute technology schedules, chairs/grade level leads; ANet Partnership implementation of Advancement Via Individual collaboration (Title I - $2,385) Staff Development- RCA coaching/tutoring (August 2019-May 2020) – administration, Determination (AVID) college and career readiness fall trainings (HOPE2 - $20,231); ANet partnership; schedules, strategist, department chair/grade level leads; strategies and the AVID tutorial model. RCA and Kagan Kagan professional development (Title I - $11,478) walkthrough/peer Teacher Collaboration and Strategist Support professional development will foster rigorous and Instructional Materials/Software/Technology- Lexia observation data, (August 2019-May 2020) – administration, engaging instructional practices. ANet partnership will PowerUp software (Title I - $11,900); Read 180/System collaboration strategist, department chair/grade level leads; provide for consistent progress monitoring, standards- 44 software & consumables (Title I $3,598); agendas/minutes Technology/Software Integration (August 2019- based instructional practices, and a culture of data- Chromebooks for ELL/RTI instruction (Title III - $3,648) May 2020) – administration, strategist, based decision making. The incorporation of ALEKS and department chair/grade level leads, site based Math 180 software will provide remediation assistance technician; Tutoring (August 2019-May 2020) – for struggling learners, and after school tutoring will administration provide consistent homework assistance for all Gibson LA students. Instructional staff will engage in continual collaboration through extra duty and substitute funding. Comments:

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

Comments:

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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: Reduce the number of total out of school suspensions from 182 in the 2018-2019 school year to 146 in the 2019-2020 school year as logged by Infinite Campus.

Root Causes: Disciplinary statistics, particularly in regard to out of school suspensions, continue to be disproportionally aligned with respect to school demographics. Professional development in restorative justice practices has been inconsistent.

Measurable Objective 1: Reduce the percent of suspensions from 42 in Black/African Americans during the 2018-2019 school year to 34 in Black/African Americans during the 2019-2020 school year as logged by Infinite Campus.

Monitoring Status

N/A

ACTION PLAN MONITORING PLAN

Resources and Amount List Artifacts/Evidence of

Needed for List Timeline, Benchmarks, and Monitoring Action Step Progress:

(please only list one action step per box) Implementation Information (Data) that will verify Position Responsible Status the action step is in progress or (people, time, materials, has occurred. funding sources)

Continuation From Last Year: 3.1 Professional Development (Required) NCCAT-S Indicators: N/A No

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Professional development activities will promote climate/culture building, Staff Development- RCA fall Informal/formal observations, RCA Training (November 2019 & N/A restorative justice practices, and Multi-Tiered Systems of Support (MTSS). trainings (HOPE2 - professional development agendas January 2020)- administration; Book Licensed staff, who have attended the RCA Educator Training, will remain $20,231); Book study and participation records, walk- Study (August 2019-May 2020)- at a minimum of 95%. Licensed staff will participate in a book study of (HOPE2 - $1,419) through/peer observation data administration, discipline committee “Discipline That Restores” by Ron & Roxanne Claassen. Identified membership; MTSS Training (TBD)- administrative, teacher leader, and counseling staff will participate in administration, MTSS site leaders CCSD Multi-Tier System of Support (MTSS) trainings and will replicate those trainings for all licensed staff. Comments:

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

3.2 Family Engagement (Required) Continuation From Last Year: No NCCAT-S Indicators: N/A Implementation of RCA strategies will build and develop Staffing- Licensed extra duty pay Flyers/newsletters/web postings, RCA Training (November 2019 & January 2020)- N/A a sense of community and positive culture through for community events (Title I parent meeting administration; Fall Parent Night (November Gibson’s Great 8 school wide rules/expectations and the PISA - $1,173) Staff agendas/minutes/sign-in sheets, 2019)- administration, multicultural committee; house reward system. Parent and family engagement Development- RCA fall & spring parent surveys/evaluations Monthly Parent Meetings/Quarterly Community opportunities will be provided through the Community trainings (HOPE2 - $20,231) (including Spanish translation), Workshops (August 2019-May 2020)- Events Committee, monthly parent Parent Involvement- Website committee meeting administration; community events committee; meetings/workshops, and monthly School maintenance (Title I PISA - agendas/minutes, website portal Monthly SOT meetings (August 2019-May 2020)- Organizational Team (SOT) meetings. Consistent school- $3,750); Refreshments for usage administration; Website Maintenance (August to-home communication will be promoted via the monthly parent meetings (Title I 2019-May 2020)- administration, site-based rogibson.org interactive website. PISA - $162). technician Comments:

Continuation From Last 3.3 Curriculum/Instruction/Assessment (Required) NCCAT-S Indicators: N/A Year: No By implementing a Multi-Tiered System of Support (MTSS) for behavior, Staffing- IHS monitor (HOPE2 - Administrative Staffing (August 2019) – administration; N/A incorporating RCA climate and culture building strategies, and developing $32,924); Prep buyout for IHS observations, Infinite RCA Training (November 2019 & January restorative justice practices, Gibson LA will reduce the occurrence of instructional support (HOPE2 - Campus disciplinary data, 2020) – administration; Book Study behavioral infractions and minimize the number of out of school suspensions, $8,726); Licensed extra duty and walkthrough/peer (August 2019-May 2020) – administration, thus ensuring access to instruction for all students. The incorporation of an In substitute collaboration (HOPE2 - observation data, discipline committee; Implementation of House Suspension (IHS) monitor position will provide for alternative $4,700) Staff Development- RCA fall collaboration Climate & Culture Initiatives (August 2019- disciplinary consequences to out-of-school suspension. A licensed prep buyout trainings (HOPE2 - $20,231); Book agendas/minutes May 2020) – administration, house leader will provide instructional assistance/tutoring for one period per day in the IHS study (HOPE2 - $ 1,419) committee; Teacher Collaboration (August setting, providing for continuity of instruction. Extra duty and substitute 2019-May 2020) – administration, house collaboration will provide opportunities for the house leader committee to leader committee monitor, refine, and revise climate and culture initiatives and school-wide practices. Comments:

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

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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 Amount Received for Applicable applicable to Priority Purposes for which funds are used (include targeted audience, specific activities, intended outcomes, etc.) this School Year Goal(s) Need/Goal Administrative Staff ($576,981.67), Licensed Staff ($3,651,005.83), Support Staff ($794,301.49), Additional Personnel Strategic Budget $6,177,751.60 Goals 1, 2 and 3 ($74,715.00), Services Level Agreements ($673,022.61), and Supplies and Services ($407,725.00) In House Suspension Aide ($32,924.00), Ron Clark Academy PD & Travel ($20,231.00), Prep Buyout for IHS Instructional HOPE2 $68,000.00 Support ($8,726.00), Book Study ($1,419.00), Substitute Collaboration ($2,400.00) and Licensed Extra Duty/Planning Goals 1, 2 and 3 ($2,300.00) Magnet $220,346.71 Licensed Staff ($172,217.26) and Support Staff ($48,129.45) Goals 1 and 2 Licensed Staff ($364,218.00), Prep Buyouts ($101,814.00), Lexia PowerUp Software ($11,900.00), Kagan Professional Development ($11,458.00), Certified Temporary Tutor ($8,987.00), Licensed Extra Duty/Tutoring ($4,140.00), Read Title I $508,500.00 Goals 1 and 2 180/System 44/Math 180 Consumables & Product Support ($3,598.00), Substitute Collaboration ($1,764.00), and Licensed Extra Duty/ Planning ($621.00) Edlio Website Maintenance ($3,750.00), Extra Duty/Licensed Staff ($1,173.00), and Refreshments for Parent Meetings Title I - PISA $5,085.00 Goals 1, 2 and 3 ($162.00) Title III $22,440.00 Prep Buyouts ($16,127.00), Technology ($3,647.52), and Licensed Extra Duty/Tutoring ($2,640.00) Goal 1 SB178 $464,400.00 Licensed Staff for intervention, prep buy-out, technology, summer academy Goals 1 and 2

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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. By promoting a positive school climate and having high expectations for staff and students, highly qualified and motivated teachers will want to teach at Gibson Leadership Academy. In addition, our magnet program will continue to draw these individuals to the Gibson LA community. Gibson LA will also continue to provide mentoring and coaching to teachers whenever needed. The implementation of the Ron Clark Academy trainings will provide professional learning opportunities, while establishing a culture of discipline, manners, and respect. Gibson LA will, consequently, offer a positive work environment and a culture that is rooted in increased student achievement and academic excellence.

2. Describe the school's strategies to increase family engagement in accordance with Section 1116 of ESSA (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. By continuing to recognize and appreciate the contributions of people from all cultures and ethnicities, while recognizing the unique needs and characteristics of magnet students, parent involvement will continue to grow. Various evening and morning events will be conducted in Spanish to meet the needs of the community. Parentlink calls will continue to be made in English and Spanish. Gibson LA will also maintain its Community Events Committee to help support learning from home.

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.). 5th grade to 6th grade: Gibson LA will implement elementary feeder school visits, an electives registration video, fifth grade orientation night, and Summer Scot camp. 8th grade to High School: Students will participate in high school visits, and high school presentations will be held at lunch and during assemblies. Gibson LA will provide assistance to parents on how to read high school transcripts and the Infinite Campus Parent Portal to ensure credit sufficiency. Gibson LA will also provide counseling opportunities to all eighth grade students, so they will have a better understanding of high school requirements for graduation and elective choices.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments. Gibson LA maintains a leadership team and a school organizational team (SOT). Both these groups conduct regular meetings on a monthly basis. Academic decisions are determined with the input from both groups. If the decision requires departmental consensus, the leadership liaison will take the topic back to the department for discussion. Departments are tasked with determining how best to assess student growth and mastery of standards. Departments are required to utilize district mandated assessments, formative department end-of-unit assessments, and pre/post teacher-made assessments for weekly content to monitor student growth and drive instructional decisions.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement efforts School improvement efforts are decided through the collaboration of administration, the school organizational team (SOT), the leadership team, various school committees, staff/community surveys, monthly parent meetings, and student leadership. Monies are used to provide additional staffing, extra duty compensation, sub coverage, and professional development in order to enhance Tier I-III instruction and to build a strong shared social trust among parents, students, teachers, and all school community stakeholders.

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Plan for improving the school climate

Goal: Increase the percent of all students responding "agree" or "strongly agree" to the statement "I like my school." from 71.3% to 76.3% by 2020 as measured by the annual CCSD Districtwide Survey. Reduce the percent of all students responding "agree" or "strongly agree" to the statement "Bullying is a problem at this school." from 35.4% to 30.4% by 2020 as measured by the annual CCSD Districtwide Survey.

Action Plan: How will this plan improve the school climate? Gibson Leadership Academy is entering its fourth consecutive year of climate and culture initiatives implementation. Through HOPE2 funding and its work with the Ron Clark Academy in Atlanta, Georgia, Gibson LA will continue to promote a positive and safe school environment, which will include the following action steps: Maintain a 95% attendance rate of all licensed/administrative staff at the RCA Experience professional development. Promote consistent implementation of the Gibson’s Great 8 school-wide expectations by all community members. Promote consistent implementation of Gibson’s Citizenship Rubric. Continually review and revise Gibson’s House Reward System. Maintain balanced membership in each house for all members (administration, licensed staff, support staff, and students). Promote student leadership within the house structure. Strengthen house affiliation and cohesiveness through the implementation of Common Rooms. Increase opportunities for individual student recognition and team celebrations within the house system.

Monitoring Plan: How will you track the implementation of this plan? Gibson LA’s Climate & Culture Committee membership will include administrative representation as well as two leaders (licensed personnel) from each house. Committee members will track and monitor implementation of Gibson LA’s climate and culture initiatives through the following responsibilities: Review and revise school initiatives (Gibson’s Great 8, Gibson House Reward System, Citizenship Rubric, etc.) Determine and implement next steps in developing and reinforcing a positive climate/culture. Plan and implement projects that create an aesthetically pleasing school environment and reinforce school pride (banners, murals, facility improvement projects, etc.). Develop and implement professional development during SBCT and/or PLC meetings (team building, school initiatives, etc.) Coordinate with student council and the magnet department to plan and implement house events (House Championship, House Olympics, House Selections, etc.)

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan? Gibson LA will review the following data to determine effectiveness of its climate and culture initiatives: CCSD Districtwide Survey Data Disciplinary statistics (Bullying/Cyberbullying, Fighting, Suspensions, Behavior School Referrals, Expulsion Referrals) Attendance Data Zone Variance Requests

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APPENDIX A - Professional Development Plan

1.1 Professional development activities will promote effective engagement strategies: Kagan structures, Ron Clark Academy (RCA) instructional strategies, collaborative grouping, etc. Licensed staff, who have attended the RCA Educator Training, will remain at a minimum of 95%. Achievement Network (ANet) partnership will strengthen standards based instructional practices and foster data- based decision-making and instructional planning. ANet partnership and instructional strategist will support peer collaboration and promote literacy strategies throughout all content areas.

Goal 1 Additional PD Action Step (Optional)

2.1 Professional development activities will promote effective engagement strategies: Kagan structures, Ron Clark Academy (RCA) instructional strategies, collaborative grouping, etc. Licensed staff, who have attended the RCA Educator Training, will remain at a minimum of 95%. Achievement Network (ANet) partnership will strengthen standards based instructional practices and foster data- based decision-making and instructional planning. ANet partnership and instructional strategist will support peer collaboration and promote the Common Core's 8 mathematical practice standards.

Goal 2 Additional PD Action Step (Optional)

3.1 Professional development activities will promote climate/culture building, restorative justice practices, and Multi-Tiered Systems of Support (MTSS). Licensed staff, who have attended the RCA Educator Training, will remain at a minimum of 95%. Licensed staff will participate in a book study of “Discipline That Restores” by Ron & Roxanne Claassen. Identified administrative, teacher leader, and counseling staff will participate in CCSD Multi-Tier System of Support (MTSS) trainings and will replicate those trainings for all licensed staff.

Goal 3 Additional PD Action Step (Optional)

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APPENDIX B - Family Engagement Plan

1.2 Magnet personnel will promote community engagement through consistent communication, charitable outreach, student led conferencing, and recruitment activities. The implementation of RCA strategies will build and develop a sense of community and positive culture through Gibson’s Great 8 school wide rules/expectations and the house reward system. Parent and family engagement opportunities will be provided through the Community Events Committee, monthly parent meetings/workshops, and monthly School Organizational Team (SOT) meetings. Consistent school-to- home communication will be promoted via the rogibson.org interactive website.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2 Magnet personnel will promote community engagement through consistent communication, charitable outreach, student led conferencing, and recruitment activities. The implementation of RCA strategies will build and develop a sense of community and positive culture through Gibson’s Great 8 school wide rules/expectations and the house reward system. Parent and family engagement opportunities will be provided through the Community Events Committee, monthly parent meetings/workshops, and monthly School Organizational Team (SOT) meetings. Consistent school-to- home communication will be promoted via the rogibson.org interactive website.

Goal 2 Additional Family Engagement Action Step (Optional)

3.2 Implementation of RCA strategies will build and develop a sense of community and positive culture through Gibson’s Great 8 school wide rules/expectations and the house reward system. Parent and family engagement opportunities will be provided through the Community Events Committee, monthly parent meetings/workshops, and monthly School Organizational Team (SOT) meetings. Consistent school-to-home communication will be promoted via the rogibson.org interactive website.

Goal 3 Additional Family Engagement Action Step (Optional)

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APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1

Measurable Objective(s): Increase the percent of English Language Learners (ELL) proficient in ELA from 29.1% to 31.6% by 2020 and to 34.1% by 2021 as measured by state summative 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 Professional development activities will promote effective engagement strategies: Kagan structures, Ron Clark Academy (RCA) instructional strategies, collaborative grouping, etc. Licensed staff, who have attended the RCA Educator Training, will remain at a minimum of 95%. 1.1 Achievement Network (ANet) partnership will strengthen standards based instructional practices and foster data-based decision-making and N/A instructional planning. ANet partnership and instructional strategist will support peer collaboration and promote literacy strategies throughout all content areas.

Progress

Barriers

Next Steps

Magnet personnel will promote community engagement through consistent communication, charitable outreach, student led conferencing, and recruitment activities. The implementation of RCA strategies will build and develop a sense of community and positive culture through 1.2 Gibson’s Great 8 school wide rules/expectations and the house reward system. Parent and family engagement opportunities will be provided N/A through the Community Events Committee, monthly parent meetings/workshops, and monthly School Organizational Team (SOT) meetings. Consistent school-to-home communication will be promoted via the rogibson.org interactive website.

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Progress

Barriers Next Steps Class size reduction teachers/prep buyouts and learning strategist support will promote increased student achievement in literacy and reduce the achievement gap for IEP, FRL, and LEP subgroups. The magnet theme coordinator, leadership teachers, and a certified temporary tutor (CTT) will increase student achievement through the implementation of Advancement Via Individual Determination (AVID) college and career readiness strategies and the AVID tutorial model. RCA and Kagan professional development will foster rigorous and engaging instructional practices. ANet partnership will provide for consistent progress monitoring, standards-based instructional practices, and a 1.3 N/A culture of data-based decision making. The incorporation of Lexia PowerUp and Read 180/System 44 software will provide remediation assistance for struggling learners, and after school tutoring will provide consistent homework assistance for all Gibson LA students. Instructional staff will engage in continual collaboration through extra duty and substitute funding. Additional prep buyouts will provide English language learners with additional support in literacy via Read 180/System 44 programs and technology integration, as well as designated afterschool tutoring.

Progress

Barriers

Next Steps

1.4 N/A

Progress

Barriers

Next Steps

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APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 2

Measurable Objective(s): Increase the percent of English Language Learners (ELL) proficient in math from 17.3% to 22.7% by 2020 and to 28% by 2021 as measured by state summative assessments. 2020 goal has been adjusted to meet long-term 2021 goal.

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 Professional development activities will promote effective engagement strategies: Kagan structures, Ron Clark Academy (RCA) instructional strategies, collaborative grouping, etc. Licensed staff, who have attended the RCA Educator Training, will remain at a minimum of 95%. 2.1 Achievement Network (ANet) partnership will strengthen standards based instructional practices and foster data-based decision-making and N/A instructional planning. ANet partnership and instructional strategist will support peer collaboration and promote the Common Core's 8 mathematical practice standards.

Progress

Barriers

Next Steps

Magnet personnel will promote community engagement through consistent communication, charitable outreach, student led conferencing, and recruitment activities. The implementation of RCA strategies will build and develop a sense of community and positive culture through 2.2 Gibson’s Great 8 school wide rules/expectations and the house reward system. Parent and family engagement opportunities will be provided N/A through the Community Events Committee, monthly parent meetings/workshops, and monthly School Organizational Team (SOT) meetings. Consistent school-to-home communication will be promoted via the rogibson.org interactive website.

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Progress

Barriers Next Steps Class size reduction teacher and learning strategist support will promote increased student achievement in mathematics and reduce the achievement gap for IEP, FRL, and LEP subgroups. The magnet theme coordinator, leadership teachers, and a certified temporary tutor (CTT) will increase student achievement through the implementation of Advancement Via Individual Determination (AVID) college and career readiness strategies and the AVID tutorial model. RCA and Kagan professional development will foster rigorous and engaging 2.3 N/A instructional practices. ANet partnership will provide for consistent progress monitoring, standards-based instructional practices, and a culture of data-based decision making. The incorporation of ALEKS and Math 180 software will provide remediation assistance for struggling learners, and after school tutoring will provide consistent homework assistance for all Gibson LA students. Instructional staff will engage in continual collaboration through extra duty and substitute funding.

Progress

Barriers

Next Steps

2.4 N/A

Progress

Barriers

Next Steps

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APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 3

Priority Need/Goal 3: Reduce the number of total out of school suspensions from 182 in the 2018-2019 school year to 146 in the 2019-2020 school year as logged by Infinite Campus.

Measurable Objective(s): Reduce the percent of suspensions from 42 in Black/African Americans during the 2018-2019 school year to 34 in Black/African Americans during the 2019-2020 school year as logged by Infinite Campus.

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 Professional development activities will promote climate/culture building, restorative justice practices, and Multi-Tiered Systems of Support (MTSS). Licensed staff, who have attended the RCA Educator Training, will remain at a minimum of 95%. Licensed staff will participate in a 3.1 N/A book study of “Discipline That Restores” by Ron & Roxanne Claassen. Identified administrative, teacher leader, and counseling staff will participate in CCSD Multi-Tier System of Support (MTSS) trainings and will replicate those trainings for all licensed staff.

Progress

Barriers

Next Steps

Implementation of RCA strategies will build and develop a sense of community and positive culture through Gibson’s Great 8 school wide rules/expectations and the house reward system. Parent and family engagement opportunities will be provided through the Community 3.2 N/A Events Committee, monthly parent meetings/workshops, and monthly School Organizational Team (SOT) meetings. Consistent school-to- home communication will be promoted via the rogibson.org interactive website.

Progress

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Barriers

Next Steps By implementing a Multi-Tiered System of Support (MTSS) for behavior, incorporating RCA climate and culture building strategies, and developing restorative justice practices, Gibson LA will reduce the occurrence of behavioral infractions and minimize the number of out of school suspensions, thus ensuring access to instruction for all students. The incorporation of an In House Suspension (IHS) monitor position 3.3 will provide for alternative disciplinary consequences to out-of-school suspension. A licensed prep buyout will provide instructional N/A assistance/tutoring for one period per day in the IHS setting, providing for continuity of instruction. Extra duty and substitute collaboration will provide opportunities for the house leader committee to monitor, refine, and revise climate and culture initiatives and school-wide practices.

Progress

Barriers

Next Steps

3.4 N/A

Progress

Barriers

Next Steps

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