school performance plan - ccsd.net · high school graduation rates if you serve high school...

School Performance Plan

School NameDesert Rose HS

Address (City, State, Zip Code, Telephone):444 W Brooks Ave

N Las Vegas, NV 89030, 7027996240

Superintendent/Region Superintendent: Jesus Jara / Tammy Malich

For Implementation During The Following Years: 2019-2020

The Following MUST Be Completed:

Title I Status: Served

Designation: atsi

Grade Level Served: High School

Classification: 1 Star

NCCAT-S: Review

*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 Position Name of Member PositionT. Williams Parent L. DeForge Parent

Janice Polley-Augente Principal Vincent Jordan Community PartnerAmber Williams Support Staff Raquel Grzimek Licensed Staff

Patricia Kress-McFarland Licensed Staff Elizabeth Danley Student GuardianRon Bato Student Parent

Nevada Department of Education Desert Rose HS 2019-2020Clark County School District

Last Date Review/Revised By Planning Team - 11/05/2019 Nevada Department of Education - June 2017

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 English Language Learner (ELL) Data Special Education Data

Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)Stakeholder Survey Information Service Delivery Models IEP ComplianceCoordination of Services for FRL, ELL, IEP students N/A Special Education Procedures - Whole SchoolNA NA NANA NA NAOther: EOY Report Other: EOY Report Other: EOY ReportOther: CCSD Cohort Visualization Datalab Other: CCSD Cohort Visualization Datalab Other: CCSD Cohort Visualization Datalab

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.We continue to serve students who have no other options for a quality high school education. Although the majority of our students do not fit into the graduation formula, Desert Rose does accept students from 17 - 18 years of age. These students are the focus of the statistics being given. Average Daily Attendance (ADA) increased from 49.81% in 17-18 to 66.9% in 18-19. The trend of increasing attendance is partly due to efforts to supplement transportation services with bus passes. ADA has affected Desert Rose student performance in the area of completing their EOC's, Renaissance Reading and Math formative assessments, and overall credit sufficiency.

-There was an increase of over 12 percentage points in graduation rates between the class of 2017 and the class of 2018. In 2016, there were 339 students with 46 graduates. In 2017 the graduation rate was 22.1% and there were 69 graduates. And in 2018 the graduation rate was 34.3%.- According to the 2016 year-end report the total number of ELL students was 103. In 2017 the ELL population was 104. The final number of ELL students in 2018 was 83 and 86 in 2019. The current number of EL students enrolled is 127.-The population of IEP students increased from 95 to 141 in 2015 and decreased to 113 students for 2016. In 2017 the IEP population decreased to 74 and in 2018 the total decreased again to 47 student with IEPs. In 2019 there were 26 students with IEPs enrolled at the end of the school year and there are 54 students with IEPs enrolled at the school currently. -PBIS Program created and implemented. Plans were developed to start a Tier II component of PBIS and restorative justice program aimed at providing supports to identified students.Additionally, DRHS has hosted monthly parent meetings, through the monthly School Organizational Team meetings, and ongoing community stakeholder meetings to come and communicate their ideas, insights and overall perspective about the Desert Rose program. Insights obtained from ongoing surveys, student focus groups and staff input need to support the students who are homeless and/or aging out of the foster care system, transportation, food, high stakes testing preparation and the student's lack of essential basic entry level job skills. Further, DRHS conducted additional teacher and staff surveys, Infinite Campus reports and Clark County School District's District Wide Survey (CCSD DWS)to identify additional needs. This information will drive the development and focus of the SPP.

The DRHS Leadership team conducted a NCCAT-S audit in winter of 2017. The team concluded the following Indicators should continue to be a focus in the 2019-20 School Performance Plan:1.2 All instructional staff members deliver the standards-based curriculum to all students.1.4 All instructional staff members routinely collaborate to review the impact of instructional strategies and to modify instruction accordingly. 2.2 All instructional staff develops unit/lesson plans based on student assessment results and adjusts instruction accordingly.



HIGH SCHOOL GRADUATION RATES

If you serve high school graduation seniors you must fill in the graduation rates for all subpopulations.

Subpopulation Percentage of Students☐ AM In/Ak Native -

☐ Asian -

☑ Black 31.9%

☑ Hispanic 34.8%

☑ Two or More Races 29.3%

☐ Pacific Islander -

☑ White 37.2%

☑ FRL 34.3%

☑ IEP 22.6%

☑ELL 35.4%

NOTES:These percentages come from the Nevada Report Card and lag a year as reported on the NSPF. They reflect data from the class of 2018. The overall graduation rate for the class of 2018 is 34.20%- above indicates an n-count too low for data to be provided.



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

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

Priority Need/Goal 1:Increase the number of students earning a standard diploma for the 2019-2020 school year.

Root Causes:Many students enroll in Desert Rose High School (DRHS) credit deficient due to attendance and academic reasons. Blended Learning instruction needs to be more closely aligned to the Nevada Academic Content Standards (NVACS) to help the students catch up and graduate in their original cohort. Transportation services need to be provided as part of the school service to combat declining ADA over the last three years. Statistics point out that students living greater distances from Desert Rose have higher attendance and unsuccessful transfer rates.

Measurable Objective 1:Increase the percent of actively enrolled students who are credit sufficient Overall to 40% by June 30, 2020 as measured by the Clark County School District DataLab Cohort Visualization Tool.

Measurable Objective 2:Increase the percent of actively enrolled students who are credit sufficient in ELA to 70% by June 30, 2020 as measured by the the Clark County School District DataLab Cohort Visualization Tool.

Measurable Objective 3:Increase the percent of actively enrolled students who are credit sufficient in Mathematics to 70% by June 30, 2020 as measured by the Clark County School District DataLab Cohort Visualization Tool.

Measurable Objective 4:Increase the Average Daily Attendance to a minimum of 65% measured daily.

Monitoring Status

In Progress

ACTION PLAN MONITORING PLAN

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

Resources and Amount Needed

for Implementation(people, time, materials, funding

sources)

List Artifacts/Evidence of Progress:Information (Data) that will verify the

action step is in progress or has occurred.

List Timeline, Benchmarks, and

Position Responsible

Monitoring

Status

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



1. CCSD personnel to assist the teacher in the classroom and provide PD to teachers to strengthen the design of Blended Learning instruction aligned to standards, meet the needs of diverse learners, and focus on instructional strategies (Victory 8d). 2. Professional Development to be offered through SBCT on an ongoing as needed basis for 55 teachers to focus on instructional College and Career Ready standards. (Victory 8d) 3. Probationary teachers will receive assistance from an assigned post probationary teacher throughout the year. (Victory 8d) 4. Extra-duty pay will be provided through Title I for teachers to meet weekly to offer Life Strategies courses with fidelity. (Victory 8d) 5- Development of a comprehensive reading and math RTI program for students in need of intervention and acceleration services. (Victory 8e)

1- School funding and Title I - offered during SBCT and Friday PLC's. 2- Contract expense per CCEA agreement - weekly meeting established for 19-20. 3- Onboarding agreements established between probationary and mentor teacher. 4- Time allocated with the use of prep buyout to allow for cohorts to meet. 5- Rooms, supplies, technological equipment and software allocated.

1. Sign-in sheets, agendas or other materials distributed during classroom observations and trainings. 2. Weekly sign-in sheets and agendas for scheduled PD trainings. 3. Completed lesson plans and sign-in sheets provided to CCSD Onboard Services 4- Sign in sheets, agenda, minutes and timesheets will be collected weekly. 5- Master Schedule and Renaissance testing results.

1. Admin. will collaborate with weekly trainings from September 2019 to May 2020, 2. OS II collects weekly sign in sheets and agendas from September 2019 - May 2020. 3. Principal is responsible to review progress on a monthly basis throughout the school year. 4- Administration attends weekly Life Strategies to support development of a positive cohort spirit. 5- Administration establishes classes on Master Schedule and supports hiring and supervisory process.

In Progress

Comments:

Action StepResources and Amount

NeededList Artifacts/Evidence

Timeline and Position

Responsible

Monitoring

Status

1.2 Family Engagement (Required)Continuation From Last

Year: NCCAT-S Indicators: Subsection 8b, 8g, 9e

1. FAFSA Night and College & Career Fair presented by counselors and DRHS leaders twice a year for family engagement, family support for students transition into career or college programs. 2.Parent Open House and Awards Ceremonies held each semester will recognize student academic growth throughout the year. Parents are encouraged to participate in monthly meetings by attending School Organizational Team meetings. (Victory 9b) 4. Wrap around services provided by School Success Facilitator to support the following identified needs based results: A) Transportation/ attendance, C) Physical and mental health counseling and connecting resources, D) Social and Emotional Soft Skills and other related personal concerns and educational related services. 5.Administrators will supervise and lead various activities for parents during family nights designed to encourage family involvement in their child's education.

1. Redevelopment of Desert Rose High School website to assist students - Title I 2. Memorandum of Understanding with "We are Hope" to assisting with MTSS - Tier III interventions. (Victory) (EBI 4) Rationale: We are Hope will support and address needs of students and staff aligned with survey.

1. Agenda and Sign-in sheets 2. Program, Sign in Sheets and Receipts 3. Agenda and Sign-in sheets 4. Counselor referrals and student sign-in sheets 5. Agendas and sign-ins

1. Counselors November 2019 and February 2020 2. Administration to set up MOU to implement October 2019 to June 2020 3. Admin, Learning Strategist and Teachers - Monthly - September 2019 - June 2020 4. Social Worker - Monthly to OSII - September 2019 - June 2020 5. Administrator - to OSII - October 2019 and May 2020

In Progress

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators:



1. Summer School Academy is offered for a 4 week period prior to Summer graduation. 2. Technology assessments for students will be used by teachers to inform instruction including APEX and Renaissance tools. A+ will supplement instruction for Special Education and EL students. 3. Teachers implement strategies learned during PLC meetings, Blended learning instruction aligned to standards and strategies to help students meet standards. 4. ELL materials for supplemental language instruction to ELL students. 5. Tutoring for after school - boot camp (8c) 6. Development of reading and math Response to Intervention (RTI) programs utilizing supplemental software such as Mathspace and Reading Horizons, with supporting internet hosting fees in support of Reading Center. (8g) 7. Effective teachers will receive retention stipend (8e)

1. Extra-duty pay for Summer School - (Victory and Title I) (EBI4) 2. Accelerated Math - (Victory)(EBI 3) 3. Reading Center Software- (Victory)(EBI 3) Rationale: Summer school will support and address academic needs of students and staff identified with survey. Title I - Licensed extra-duty pay for Summer School, weekly Professional Learning Community Meetings, before school clubs and classes and transportation (bus passes)

1. Summer master schedule 2. Student assessment results 3. Administration - Math and Science lesson plans 4. Administration - Quarterly lesson plans 5. Administratioin- Quarterly ELL lesson plans 6. Administration- Lesson Plans and Sign in sheets 7. Softwarecontracts, development of curriculum and lesson plans 8. Form 168 requesting data

1. Administration - May 2020 -Master Schedule 2. OS II - Weekly -Student assessment results 3. Admin - quarterly - September 2019, December 2019, March 2020 and May 2020 4. Admin- quarterly - September 2019, December 2019, March 2020 and May 2020 5. Admin quarterly- after each boot camp 6. Office manager and OSI completion of 168's 7. Receipts of purchase

N/A

Comments:

1.4 Other (Optional)Continuation From Last Year:

YesNCCAT-S Indicators:

1. AARSI data analysis of attendance, discipline and unsuccessful transfers. 2. Ongoing support of the MTISS monitoring program where ongoing implementation of Tier I, Tier II and Tier III social and emotional interventions. 3. Transportation for students to get to and from school.

1. Student contact lists and other administrative requested documents. 2. Data lab analysis of student cohort data, attendance and graduation trends. 3.Graduation Plans signed by students. 4. Monthly attendance data. 5. Collection of meeting agendas and sign in sheets. 6. Sign In sheets from mentor meetings. 7. Bus Pass Distribution Logs

1. Meeting agendas reflecting areas listed discussed including powerpoints and handouts. 2. Meeting minutes for MTISS meetings with sign in sheets and agendas. 3. CCSD established bus routes and TARs

1. Admin and licensed personnel will review HS Cohort Visualizations data quarterly- October 2019, January 2020, March 2020, May 2020 2. Administrators will review data monthly; Sept 2019-May 2020 3. OS II and Theme Coordinator collection of agendas, sign in sheets and minutes ; Ongoing August 2019 - May 2020. 4. Mentor lessons & Sign in sheets

In Progress

Comments:





Priority Need/Goal 2:Increase the percentage of students who earn a standard diploma and are Career and College Ready

Root Causes:Student arrive to Desert Rose with an average reading and math assessment score of 4th - 5th grade performance equivalency. As a result, successfully completing the ACT test as a graduation requirement challenges our students and student ACT results average at 11 in both ELA and Math. Students also participate in ASVAB testing with similar results.

Measurable Objective 1:Increase the percentage of actively enrolled students who participate in the ACT to 60% as measured by the Clark County School District Datalab Cohort Visualization Tool.

Measurable Objective 2:Increase the percentage of actively enrolled students who participate and pass the ASVAB to 30% of those who attempt the assessment.

Measurable Objective 3:Increase the number of actively enrolled students who receive a score of 18 or higher on the ACT. (To be amended upon guidance from Nevada Department of Education pertaining to Nevada Alternative School Performance Framework)

Measurable Objective 4:Increase the number of students entering and completing the Career Technical Education program to 25% of those students who enroll annually.

Measurable Objective 5:Introduce concurrent college courses designed to allow students interested in transitioning into college the opportunity to earn credits prior to admission.

Monitoring Status

In Progress



Resources and Amount Needed for

Implementation(people, time, materials, funding sources)

List Artifacts/Evidence of

Progress:Information (Data) that will verify the action step is in progress or

has occurred.



Monitoring

Status

2.1 Professional Development (Required)Continuation From Last Year:




1. Teacher will receive training in facilitating ASVAB preparation for students in early bird classes offered three days a week. 2. Teacher will receive training in ACT preparation to offer students in early bird classes prior to ACT administration in February. 3. Counselors will coordinate to support students in CTE program to prevent students either dropping out or being dropped due to attendance.

1. Victory grant purchase of ASVAB software and Title I extra duty pay for facilitating teacher. 2. Title I - ACT Prep course for teachers and extra duty pay for early bird classes. 3. Title I to supplement concurrent college tuition that students cannot afford

1. ASFAB PD sign in sheet and software records. 2. ACT PD sign in sheet and student records. 3. Counselor records and student attendance records.

1. OSII will collect records for ASVAB and ACT early bird classes for the 2019 -2020 school year. 2. Administrative Secretary will complete all 168's and extra duty arrangements for teacher pay. 3. Administration will schedule and support ongoing early bird classes for student preparation and growth.

N/A

Comments:

Action Step Resources and Amount Needed List Artifacts/EvidenceTimeline and Position

Responsible

Monitoring

Status

2.2 Family Engagement (Required)Continuation From Last Year:


1. FAFSA Night and College & Career Fair presented by counselors, DRHS leaders, twice a year for family engagement, family support for students applying for FAFSA. 2. DRHS website will be built to support CTE and testing information. 3. Early bird classes will be advertised on the website and Parentlink. 4. Wrap around services: Mental counseling consultants to support the following identified needs based on survey results: A) Trauma from frequent moving, B)Transportation/ attendance, C) Physical and mental health counseling and connecting resources, D) Behavioral and identity issues as well as other related personal concerns and educational related services. (9a) Student Success Advocate to support the following identified needs: High truancy, high absenteeism, Home Visits, School to home communication, Refer family needs to appropriate personnel, Facilitate relationship with CCSD Truancy Department.

1. Parent involvement nights extra duty (Victory Grant) (EBI 4) 2. Refreshments provided for afternoon meetings for parents (Victory grant ), and teacher extra duty pay (Adult Education); 3. FTE Social Worker and Student Success Advocate (Title I)(EBI 4) Rationale: Parent involvement nights extra duty, social worker, and student success advocate will support and address needs of students and staff aligned with survey.

1. Agendas and parent sign in sheets, parent invitations 2. Website available for review. 3. Parentlinks available for review. 4- Student records, sign in sheets for mental health and wraparound services.

1. OSII - November 2019 and March 2020 2. OSII - Monthly September 2019 to June 2020 3. Wrap around and Counselor logs - Monthly -September 2019 - May 2020

In Progress

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: NCCAT-S Indicators: 1. Teachers implement strategies learned and discussed at professional development to instruct and facilitate ASVAB and ACT early bird classes. Tier 1 instruction aligned to standards and strategies to help students meet standards. (NDE T.O.A.: Tier 1, PLC) 2. Teachers will lead ACT preparation boot camps during the weeks leading up to the ACT testing date before and after school. 3. Manipulative materials and tools for Career Technical Education courses. (NDE T.O.A.: Tier 1) 4.. ELL Instructional supplies to support ALCA in transitional preparation. Title III

1. Extra Duty Pay Tutoring (Title I) 2. Extra Duty Collaboration- (Victory/Title I) (EBI 4) 3. ELL Instructional Supplies- (Title III) Rationale: Tutoring will support and address needs of students and staff aligned with survey.

1. Agendas and Sign-In sheets, administrative observation. 2. Extra duty records, student sign-in sheets and lesson plans. 3. Lesson plans and purchase orders. 4. Lesson plans and administrative observation.

1. Administration Observation by April 2020 and OSII ongoing collection of data 2019-2020. 2. OS II collection of purchase orders and invoices 3. OS II collection of lesson plans and extra duty sheets

In Progress

Comments:



2.4 Other (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: Improve attendance to ensure student involvement by providing transportation options to the students.

Arranged transportation with preselected hubs for student pick up (Victory) and bus passes for students transitioning from school to work or attending early bird classes (Title 1).

Daily attendance, tardies, chronically absent and unsuccessful transfers are monitored daily on easily assessible Google Doc.

TARS and Bus Pass Distribution log

N/A

Comments:





Priority Need/Goal 3:The development of a Tier I - III Multi-Tiered Services of Support that provides both behavioral and academic intervention.

Root Causes:There is a significant decrease of student daily attendance by 10%, and an increase in the number of behavioral referrals written by staff. The average Desert Rose student enters the program with low self esteem due to being referred to us from their home school due to "not being able to graduate with them". As a result, students are damaged by this experience and handle this information by either acting out, dropping out or not coming to school. Students who act out, create what is perceived as an unsafe environment. The installation of MTSS is designed to address this concern.

Measurable Objective 1:100% of the students will participate in a school wide course focused on social and emotional learning as well as remediation in the areas of mathematics and English language arts (ELA) - MTSS Tier I intervention.

Measurable Objective 2:Increases the Average Daily Attendance to 60% for the 2019-2020 academic school year by providing wrap-around transportation experiences where students are picked up daily at assigned "hubs".

Measurable Objective 3:Develop a comprehensive Tier III MTSS program that is designed to provide mental health services such as anger management, drug intervention, individualized counseling and family interventions to 100% of the students referred by a counselor for services.

Measurable Objective 4:Continue to build the Tier II MTSS program to provide additional "check-in-check out services, time management classes (for students perpetually tardy), mentor services to 35% of the student population in need of additional support.

Measurable Objective 5:Starting October 2019 - May 2020, offer Early Bird Student Clubs and classes to 100% of the students designed to provide the student a positive experience prior to attending their first scheduled class. Students will enter with a "passport" indicating they went to all classes and completed assignments the day before. Those that do not, will receive tutoring to catch up with their class prior to participating with the day's activities.

Monitoring Status

N/A



Resources and Amount Needed for

Implementation(people, time, materials, funding sources)

List Artifacts/Evidence of

Progress:Information (Data) that will verify the

action step is in progress or has occurred.



Monitoring

Status



3.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1- Develop PBIS Tier I and II committees to plan and implement positive behavioral support to all students in need. 2- Create an MOU with outside consultants to allow them to provide services to all students referred for Tier III intervention 3- Organize clubs with teachers and community members to run Early Bird sessions. 4- Implement Life Strategies classes daily for Tier I support and reading/math interventions 5- Setting up transportation services with CCSD buses to pick up students at assigned areas to improve travel conditions to school.

1- Title I and Victory grant funds to support extra duty pay and purchase resources to support the student store. 2- Victory grant to pay consultant fee. 3- Title I for teacher extra duty, Victory grant for consultant services, structured use of facilities and purchase of equipment. 4- Title I extra duty for teachers implementing weekly PLC's and prep buy outs for attending teachers. 5- Victory grant to pay for bus services.

1. Agenda, sign-ins, surveys 2- MOU agreement approved by CCSD Governing Board 3- Completed consultant paperwork, extra duty paperwork, student sign-in sheets and club agendas 4- Master schedule and curriculum 5- TARS for students and bus schedules

1. PBIS Dean to organize and run committees, OS II to collect paperwork. 2- Administrator and Administrative Secretary to complete paperwork and negotiate agreement. 3- Administrator and Dean to organize and implement structured program. 4- Administration to structure time and activities, OS II to collect sign in sheets, timesheets and agendas. 5- Administration to organize bus services and support staff to enroll students for services.

N/A

Comments:

Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position ResponsibleMonitoring

Status

3.2 Family Engagement (Required)Continuation From Last Year:


1- Use Parentlink and Desert Rose website to notify students of early bird clubs and classes. Invite parents to attend and visit the programs. 2- Encourage parents and members of the community to volunteer their time to work with students during early bird and class times. 3- Provide quarterly reports at SOT meetings on MTSS interventions and attendance.

1- General fund for expenses for facilities, Title I for Web page revisions. 2- Victory grant to pay for refreshments for Community and parent meetings. 3-General fund for meeting expenses.

1- Parentlink announcements. 2- Parentlink announcements and webpage notices 3- SOT agenda and minutes

1- Administrator and OS II to submit Parentlink and webpage. 2- Administrator to make meeting arrangements, OS II to collect sign in sheets, agendas and minutes. 3- Administrator and OS II arrange and implement monthly meeting.

N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Required)Continuation From Last

Year: NCCAT-S Indicators:

1- Develop and implement RTI Programs for Math and ELA 2- Use Renaissance STAR Reading and Math testing to identify all student skill performance. Tests will be repeated quarterly.

Learning Strategist- ELA Learning Strategist - Mathematics Reading and Math software to supplement both programs - Victory grant.

Master Schedule Renaissance test results

Administration to schedule and supervise program

N/A

Comments:



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

Comments:



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 Priority

Need/Goal

Amount Received for

this School YearPurposes for which funds are used (include targeted audience, specific activities, intended outcomes, etc.)

Applicable

Goal(s)

ESD High School Budget $74,014.00 The high school budget pays for the daily operation of the school including facility expenses, printing, general supplies, technology, library services, custodial supplies, staff development, etc. Goals 1, 2 and 3

Title III $6,468.00 Instructional Supplies aimed at supporting ELL instruction in the classroom Goals 1 and 2

Victory Grant $406,547.00

Administrative stipend: 1 principal and 2 assistant principals, 1 dean of students, Licensed Salary- Student Support: Social Worker Licensed Salary - Instructional: Licensed Salary Administrative Incentives: Licensed instructional salary recruitment and retention, Employment of Paraprofessionals, General Supplies and PBIS Incentives, Software for Renaissance and Website Maintenance

Goals 1, 2 and 3

19-20 Title I & Parent Involvement Set-Aside $164,528.00 Provide early bird classes and clubs, field trips, extra-duty pay for Summer school, bus passes and web redesign to make

DRHS information more readily available. Goals 1 and 2



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.Well-articulated mission to provide educational opportunities for a culturally diverse student body in school and beyond. Administration recruits staff who fit the school's mission. Teachers and staff members also recruit through word of mouth. Teacher turnover is not a concern at Desert Rose HS. The Human Resource Department is on the lookout for teachers who fit the mission of Desert Rose. We also look for multiple backgrounds in candidates to ensure their understanding of serving an alternative diverse student population.

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.We provide a series of family activities, including Open House and Semester Awards Ceremonies. In addition, we have family members on the Title I committee and a financial aid workshop. All information is delivered in English and Spanish. Notifications for parents regarding school events, policies, and grades are posted on the website Parentlink and Infinite Campus. There are regular announcements each morning. All parents are invited to all monthly SOT meetings held the last week of each month.

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.).Desert Rose is a competency based program. As students demonstrate that they have meet the state standards of their assigned courses, they grade out and are assigned to new classes. The focus of Desert Rose is to ensure a successful transition of its students to either a college or career setting. Financial aid workshops, visits to campuses, and schoolwide career days are offered throughout the year to advertise options for college and career. This year ACT, ASVAB and college concurrent credit will be incorporated into the program to empower more students to transition successfully.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Teachers make daily decisions about instruction based on assessment data. They deliver lessons based on the formative assessment data. PLC's take place to incorporate effective strategies that are revealed through assessment data. The administration reviews student progress in each of the classes to ensure that teacher decisions are implemented and supported.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsThe administration assures that services at all levels are integrated and included in the school improvement plan.



Plan for improving the school climate

Goal:To create a positive school environment by incorporating a Tier I - III PBIS program designed to develop the social and emotional skills of our students and empower them to develop self-confidence in their actions and their choices.

Action Plan: How will this plan improve the school climate?By building relationships with our students and offering positive support, the students will respond by socially bonding with the faculty and staff of the school. They will become more receptive to school norms and mores and incorporate them into their social and emotional responses. 100% of the students will receive this support regardless of whether they are receiving Tier 1, 2, or 3 interventions.

Monitoring Plan: How will you track the implementation of this plan?Desert Rose works closely with our CCSD MTSS consultants. They do classroom visits to view whether the program is being offered with fidelity throughout the school. In addition, the PBIS Rewards software is monitored to view whether students are being recognized for positive behavior in all of their classes. Trainings and review of data are offered on an ongoing basis to allow the faculty and staff to view progress and identify areas in need of attention and improvement.

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?CCSD MTSS does a pre-assessment of our MTSS program at the beginning of the year. We then rate our growth after each walk through to measure changes in the program. Those teachers or staff in need of extra support receive it through individual and small group trainings offered by the Dean who is responsible for supervising and implementing the PBIS/MTSS program.



APPENDIX A - Professional Development Plan

1.11. CCSD personnel to assist the teacher in the classroom and provide PD to teachers to strengthen the design of Blended Learning instruction aligned to standards, meet the needs of diverse learners, and focus on instructional strategies (Victory 8d). 2. Professional Development to be offered through SBCT on an ongoing as needed basis for 55 teachers to focus on instructional College and Career Ready standards. (Victory 8d) 3. Probationary teachers will receive assistance from an assigned post probationary teacher throughout the year. (Victory 8d) 4. Extra-duty pay will be provided through Title I for teachers to meet weekly to offer Life Strategies courses with fidelity. (Victory 8d) 5- Development of a comprehensive reading and math RTI program for students in need of intervention and acceleration services. (Victory 8e)

Goal 1 Additional PD Action Step (Optional)

2.11. Teacher will receive training in facilitating ASVAB preparation for students in early bird classes offered three days a week. 2. Teacher will receive training in ACT preparation to offer students in early bird classes prior to ACT administration in February. 3. Counselors will coordinate to support students in CTE program to prevent students either dropping out or being dropped due to attendance.


3.11- Develop PBIS Tier I and II committees to plan and implement positive behavioral support to all students in need. 2- Create an MOU with outside consultants to allow them to provide services to all students referred for Tier III intervention 3- Organize clubs with teachers and community members to run Early Bird sessions. 4- Implement Life Strategies classes daily for Tier I support and reading/math interventions 5- Setting up transportation services with CCSD buses to pick up students at assigned areas to improve travel conditions to school.




APPENDIX B - Family Engagement Plan

1.21. FAFSA Night and College & Career Fair presented by counselors and DRHS leaders twice a year for family engagement, family support for students transition into career or college programs. 2.Parent Open House and Awards Ceremonies held each semester will recognize student academic growth throughout the year. Parents are encouraged to participate in monthly meetings by attending School Organizational Team meetings. (Victory 9b) 4. Wrap around services provided by School Success Facilitator to support the following identified needs based results: A) Transportation/ attendance, C) Physical and mental health counseling and connecting resources, D) Social and Emotional Soft Skills and other related personal concerns and educational related services. 5.Administrators will supervise and lead various activities for parents during family nights designed to encourage family involvement in their child's education.

Goal 1 Additional Family Engagement Action Step (Optional)

2.21. FAFSA Night and College & Career Fair presented by counselors, DRHS leaders, twice a year for family engagement, family support for students applying for FAFSA. 2. DRHS website will be built to support CTE and testing information. 3. Early bird classes will be advertised on the website and Parentlink. 4. Wrap around services: Mental counseling consultants to support the following identified needs based on survey results: A) Trauma from frequent moving, B)Transportation/ attendance, C) Physical and mental health counseling and connecting resources, D) Behavioral and identity issues as well as other related personal concerns and educational related services. (9a) Student Success Advocate to support the following identified needs: High truancy, high absenteeism, Home Visits, School to home communication, Refer family needs to appropriate personnel, Facilitate relationship with CCSD Truancy Department.


3.21- Use Parentlink and Desert Rose website to notify students of early bird clubs and classes. Invite parents to attend and visit the programs. 2- Encourage parents and members of the community to volunteer their time to work with students during early bird and class times. 3- Provide quarterly reports at SOT meetings on MTSS interventions and attendance.




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase the number of students earning a standard diploma for the 2019-2020 school year.

Measurable Objective(s):

Increase the percent of actively enrolled students who are credit sufficient Overall to 40% by June 30, 2020 as measured by the Clark County School District DataLab Cohort Visualization Tool.Increase the percent of actively enrolled students who are credit sufficient in ELA to 70% by June 30, 2020 as measured by the the Clark County School District DataLab Cohort Visualization Tool.Increase the percent of actively enrolled students who are credit sufficient in Mathematics to 70% by June 30, 2020 as measured by the Clark County School District DataLab Cohort Visualization Tool.Increase the Average Daily Attendance to a minimum of 65% measured daily.

StatusIn Progress

Comments:

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

Mid-Year End-of-Year

1.1

1. CCSD personnel to assist the teacher in the classroom and provide PD to teachers to strengthen the design of Blended Learning instruction aligned to standards, meet the needs of diverse learners, and focus on instructional strategies (Victory 8d). 2. Professional Development to be offered through SBCT on an ongoing as needed basis for 55 teachers to focus on instructional College and Career Ready standards. (Victory 8d) 3. Probationary teachers will receive assistance from an assigned post probationary teacher throughout the year. (Victory 8d) 4. Extra-duty pay will be provided through Title I for teachers to meet weekly to offer Life Strategies courses with fidelity. (Victory 8d) 5- Development of a comprehensive reading and math RTI program for students in need of intervention and acceleration services. (Victory 8e)

N/A

Progress

Barriers

Next Steps



1.2

1. FAFSA Night and College & Career Fair presented by counselors and DRHS leaders twice a year for family engagement, family support for students transition into career or college programs. 2.Parent Open House and Awards Ceremonies held each semester will recognize student academic growth throughout the year. Parents are encouraged to participate in monthly meetings by attending School Organizational Team meetings. (Victory 9b) 4. Wrap around services provided by School Success Facilitator to support the following identified needs based results: A) Transportation/ attendance, C) Physical and mental health counseling and connecting resources, D) Social and Emotional Soft Skills and other related personal concerns and educational related services. 5.Administrators will supervise and lead various activities for parents during family nights designed to encourage family involvement in their child's education.

N/A

Progress

Barriers

Next Steps

1.3

1. Summer School Academy is offered for a 4 week period prior to Summer graduation. 2. Technology assessments for students will be used by teachers to inform instruction including APEX and Renaissance tools. A+ will supplement instruction for Special Education and EL students. 3. Teachers implement strategies learned during PLC meetings, Blended learning instruction aligned to standards and strategies to help students meet standards. 4. ELL materials for supplemental language instruction to ELL students. 5. Tutoring for after school - boot camp (8c) 6. Development of reading and math Response to Intervention (RTI) programs utilizing supplemental software such as Mathspace and Reading Horizons, with supporting internet hosting fees in support of Reading Center. (8g) 7. Effective teachers will receive retention stipend (8e)

N/A

Progress

Barriers

Next Steps

1.41. AARSI data analysis of attendance, discipline and unsuccessful transfers. 2. Ongoing support of the MTISS monitoring program where ongoing implementation of Tier I, Tier II and Tier III social and emotional interventions. 3. Transportation for students to get to and from school.

N/A

Progress

Barriers



Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Increase the percentage of students who earn a standard diploma and are Career and College Ready


Increase the percentage of actively enrolled students who participate in the ACT to 60% as measured by the Clark County School District Datalab Cohort Visualization Tool.Increase the percentage of actively enrolled students who participate and pass the ASVAB to 30% of those who attempt the assessment.Increase the number of actively enrolled students who receive a score of 18 or higher on the ACT. (To be amended upon guidance from Nevada Department of Education pertaining to Nevada Alternative School Performance Framework)Increase the number of students entering and completing the Career Technical Education program to 25% of those students who enroll annually.Introduce concurrent college courses designed to allow students interested in transitioning into college the opportunity to earn credits prior to admission.

StatusIn Progress

Comments:



2.11. Teacher will receive training in facilitating ASVAB preparation for students in early bird classes offered three days a week. 2. Teacher will receive training in ACT preparation to offer students in early bird classes prior to ACT administration in February. 3. Counselors will coordinate to support students in CTE program to prevent students either dropping out or being dropped due to attendance.

N/A

Progress

Barriers

Next Steps



2.2

1. FAFSA Night and College & Career Fair presented by counselors, DRHS leaders, twice a year for family engagement, family support for students applying for FAFSA. 2. DRHS website will be built to support CTE and testing information. 3. Early bird classes will be advertised on the website and Parentlink. 4. Wrap around services: Mental counseling consultants to support the following identified needs based on survey results: A) Trauma from frequent moving, B)Transportation/ attendance, C) Physical and mental health counseling and connecting resources, D) Behavioral and identity issues as well as other related personal concerns and educational related services. (9a) Student Success Advocate to support the following identified needs: High truancy, high absenteeism, Home Visits, School to home communication, Refer family needs to appropriate personnel, Facilitate relationship with CCSD Truancy Department.

N/A

Progress

Barriers

Next Steps

2.3

1. Teachers implement strategies learned and discussed at professional development to instruct and facilitate ASVAB and ACT early bird classes. Tier 1 instruction aligned to standards and strategies to help students meet standards. (NDE T.O.A.: Tier 1, PLC) 2. Teachers will lead ACT preparation boot camps during the weeks leading up to the ACT testing date before and after school. 3. Manipulative materials and tools for Career Technical Education courses. (NDE T.O.A.: Tier 1) 4.. ELL Instructional supplies to support ALCA in transitional preparation. Title III

N/A

Progress

Barriers

Next Steps

2.4 Improve attendance to ensure student involvement by providing transportation options to the students. N/A

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:The development of a Tier I - III Multi-Tiered Services of Support that provides both behavioral and academic intervention.


100% of the students will participate in a school wide course focused on social and emotional learning as well as remediation in the areas of mathematics and English language arts (ELA) - MTSS Tier I intervention.Increases the Average Daily Attendance to 60% for the 2019-2020 academic school year by providing wrap-around transportation experiences where students are picked up daily at assigned "hubs".Develop a comprehensive Tier III MTSS program that is designed to provide mental health services such as anger management, drug intervention, individualized counseling and family interventions to 100% of the students referred by a counselor for services.Continue to build the Tier II MTSS program to provide additional "check-in-check out services, time management classes (for students perpetually tardy), mentor services to 35% of the student population in need of additional support.Starting October 2019 - May 2020, offer Early Bird Student Clubs and classes to 100% of the students designed to provide the student a positive experience prior to attending their first scheduled class. Students will enter with a "passport" indicating they went to all classes and completed assignments the day before. Those that do not, will receive tutoring to catch up with their class prior to participating with the day's activities.

StatusN/A

Comments:



3.1

1- Develop PBIS Tier I and II committees to plan and implement positive behavioral support to all students in need. 2- Create an MOU with outside consultants to allow them to provide services to all students referred for Tier III intervention 3- Organize clubs with teachers and community members to run Early Bird sessions. 4- Implement Life Strategies classes daily for Tier I support and reading/math interventions 5- Setting up transportation services with CCSD buses to pick up students at assigned areas to improve travel conditions to school.

N/A

Progress

Barriers



Next Steps

3.21- Use Parentlink and Desert Rose website to notify students of early bird clubs and classes. Invite parents to attend and visit the programs. 2- Encourage parents and members of the community to volunteer their time to work with students during early bird and class times. 3- Provide quarterly reports at SOT meetings on MTSS interventions and attendance.

N/A

Progress

Barriers

Next Steps

3.3 1- Develop and implement RTI Programs for Math and ELA 2- Use Renaissance STAR Reading and Math testing to identify all student skill performance. Tests will be repeated quarterly. N/A

Progress

Barriers

Next Steps

3.4 N/A

Progress

Barriers

Next Steps



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