Sms - School Performance Plan 2015-16

School Performance Plan
Washoe County
School District
School Name
Sparks Middle School
Address (City, State, Zip Code, Telephone):

2275 18th Street Sparks Nevada 89431
Superintendent/Academic Manager:
Chad Hicks
2015-16
For Implementation During The Following Years:
The Following Checkbox Selections (if applicable) Must Be Completed:

Title I Status:
Served (receives funds)
Not Served (does not receive funds)
Designation: Must select one

Grade Level Served:
Classification:
5 Star School
NCCAT-S:
*1 and 2 Star Schools Only:
Middle
Elementary
4 Star School
High
3 Star School
Not Required- 4/5 Star Schools
Combined
2 Star School
1 Star School
Initial- 1/2/3 Star Schools
Please ensure that the following documents will be

available upon request
Use of Core
Instructional Materials
Not Rated
Review- 1/2/3 Star Schools
Model School
Visits
Scheduling
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
Stacey Ting-Senini
Principal
Derek Gradillas
Math Department Leader
Jerry Endres
Assistant Principal
Dino Moler
SPED Department Leader
Patti Allyn
Assistant Principal
Carol Perrigo
ELA Department Leader
Barbara Barker
Implementation Specialist
Carrie Mieras
ENCORE Department Lead
Marcie Villacorta
ELL Coach
Maria Cardenas
Parent
Kristen Dorn
Science Department Leader
Margarita Cardenas
Parent
Nevada Department of Education - June 2015
Last Date Review/Revised By Planning Team:

Page 1 of 26
COMPONENT I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)
2015-16
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)
Statewide Assessments
AMAOs/ELPA Analysis
Nevada Alternate Assessment (NAA)
Formative Assessment Practice
Comparison of ELPA with other Assessments
Achievement Gap Data
Teacher/Administrator Observation Data
Time in ELL Program/Projected Time to Proficiency
IEP Compliance
ELL Program Policies and Procedures
Special Education Procedures- Whole School
Other
Other
Other
Other
Other
Other
Summary Statement: Please provide a detailed summary of a trend analysis of each data source and a description of how the analyzed
data will provide a clear and cohesive picture of the school's performance.
The staff at Sparks Middle School has met to analyze data to identify our goals and objectives. We have utilized data to drive our mission, vision, instruction, and intervention needs
for all our students; but not limited to the above mentioned data sources. Any data that impacts our diverse student population is reviewed, made available to all stakeholders and
utilized in the decision making process. Through staff professional learning, our Multi-Tiered Systems of Support, core subjects, Professional Learning Communities, we
continuously review and modify our approach to ensure academic success for all students. For the purpose of the School Performance Plan, we reviewed and utilized our school
data profile, Climate Data, AMAO, Science CRTs, and our interim common assessments, and observation data from administrators, department leads, and coaches. While reviewing
school wide data as a leadership team the following areas of deficiency were noted: SMS did not make AMAO and there was no documented growth for the 2014/15 testing results.
In addition there was a slight decrease in the overall science proficiency by special programs but an increase in overall science proficiency by gender. While reviewing school-wide
observation data it was noted that less than 50% of certified teachers had implemented consistent use of high quality questions and discussion techniques into their instructional
practice. According to our climate data only 12% of our families completed the survey; 59% of students reported that they are engaged in academically in coursework and 67% of
staff agree that there is a strong culture of respect and fairness at the school site. According to our discipline data SMS had over 941 major discipline referrals. In addition, the SMS
faculty agreed to focus on climate and engagement after conducting a data summit and carousel activity in which all staff identified strenghts and areas of growth in each of the
four fundamental areas that WCSD is focusing on this year.
Page 2 of 26
HIGH SCHOOL GRADUATION RATES

If you serve high school graduating seniors you must fill in the graduation rates for all subpopulations.
The following data can be found by clicking here
Subpopulation
Percentage of Students
Am In/AK Native
Percentage
Asian
Percentage
Black
Percentage
Hispanic
Percentage
Two or More Races
Percentage
Pacific Islander
Percentage
White
Percentage
FRL
Percentage
IEP
Percentage
ELL
Percentage
Notes:
Page 3 of 26
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/ Our goal is to ensure strong student achievement for all students by focusing on core instructional practices in implementing NVACS
Goal 1:
1) Inconsistent implementation of NVACs (not using the IPGs)

Root
2) Inconsistent teacher application of classroom instructional practices related to questioning and discussion techniques
Cause(s)
3) Lack of teacher knowledge related to questioning and discussion techniques
Monitoring
Status
1) Through focused professional development, the core instruction will incorporate effective or highly effective questioning and discussion techniques (as
Measurable measured by administrator, department leads, and coaches utilizing the Danielson 3b components) in more than 75% of lessons by March 2016.
Objective(s): 2) Due to constraints of the changing assessment system, we will utilize grade level MAP data to provide support for all sub-groups. In 2015/16, our objective is
to decrease the number of students in the low and low average performance groups by 20%.
ACTION PLAN
Action Step
(please only list one action step per box)
Resources and Amount Needed for

Implementation
(people, time, materials, funding sources)
1.1 Professional Development (Required)

Professional Development Plan includes:
-Implementation of RPDP instructional
-Monthly strategic instruction on
support has been scheduled for the entire
Understanding By Design (UBD) provided by year. No additional resources (funds or
RPDP trainers Nicolette Smith and Kristen
materials) are necessary.
Campbell.
-Weekly meetings with Dr. Sakalaris have
-Training on the work by John Hattie with Dr. been scheduled - MTSS
Sakalaris on high leverage instructional
-Lesson plan template created and
strategies - questioning and discussion
distributed. Posted on Weebly.
techniques.
- Copies of Books for book clubs - 1400
-Developed whole school lesson plan template PLC - Facilitation - ELL Mentor, Master
aligned with the Danielson evaluation rubric Teacher and district Implementation
(questioning and discussion techniques).
Specialist.
-Book Club focus on Classroom Management
and Student Centered Coaching (Diane
Comments:
Sweeny).
-Weekly PLC meetings with additional support
from Master Teacher and ELL Coach to identify
differentiation strategies.
MONITORING PLAN
List Artifacts/Evidence of Progress: List Timeline, Benchmarks, and Position
Information (Data) that will verify the
Responsible
action step is in progress or has occurred.
Continuation From Last Year
Exit tickets from PD
Teacher lesson plans
Observation data collected by
Administrators RE: questioning and
discussion techniques and classroom
management protocol
Exit tickets from Book Club
Novice Teacher seminar notes and exit
tickets
Monitoring
Status
NCCAT-S Indicators:
PD-8/4, 8/5, 8/6, 9/2, 10/7, 11/4, 12/2, 1/13,
2/3, 3/2, 4/6, 5/4
PD Team
Master, Mentor, Department Leads,
Administrators
RPDP
Page 4 of 26
Action Step
Resources/Amount Needed
1.2 Family Engagement (Required)
See Family Engagement Appendix B-2

Objective 1
Artifacts/Evidence
See Family Engagement Appendix

B-2 Objective 1

B-2 Objective 1
Timeline and Position Responsible
Monitoring Status
NCCAT-S Indicators:

B-2 Objective 1
Don't forget to include History night, AVID outreach (2 family events), Jog-A-Thon, Class Act Award, Data Chats, Team Postcard drives, SMS website, extended library
hours to accommodate internet/computer resources, Home visits, efforts to open avenues of communication with original SMS tracker designed to highlight SMS
culture and climate,
NCCAT-S Indicators:
1.3 Curriculum/Instruction/Assessment (Required)
Comments:
-Comprehensive ELA curriculum adopted

Springboard. 50% of staff trained on
implementation and instructional strategies
aligned to the program.
-Alignment of math curriculum and
expectations facilitated by intentional PLC
collaboration as well as quarterly planning
days.
-Content area observation tours focused on
implementation of curriculum and student
engagement.
-Quarterly content area aligned summative
assessments.
-Data Driven decision making - MAP scores,
Comments:
formative
and summative assessments, as well
as data from BIG.
Other
(Optional) focused on skilled
-21st 1.4
Century
competencies
communication and collaboration
-After school instructional programs to
support questioning/collaborative discussion
techniques in Bridge Club, tutoring, and study
hall for athletes.
-
-Professional Development planning

days for Springboard, Math, Science, and
Social Studies departments.
-District professional learning days in PBL
and Springboard.
-District sponsored Springboard and
Math Saturday workshops
-Training on observational tools and
strategies
-Mandated weekly department meetings
to align curriculum and assess student
progress.
-21st Century coaches weekly visit
teachers, present instructional strategies
focused on competencies and provide
one on one support for teachers
Observation data
Curriculum alignment notes and yearly
plans
Department PLCs Every Monday

Early Release Professional PLCs- 8/12, 9/9,
11/18, 12/9, 1/20, 2/10, 3/9, 420, 5/20
Lesson plans
Quarterly common assessments in Math
and ELA
NCCAT-S Indicators:
Comments:
Page 5 of 26

SCHOOL
IMPROVEMENT
MASTER
PLAN
(continued)
COMPONENT
II: Inquiry
Process
& Action Plan Design- Priority Need/Goal 2
General Education
FRL
ELL
IEP
Other
Priority
Climate and engagement: Sparks Middle School will achieve student engagement and academic success through a focus on creating a healthy learning climate where students and staff are
Need/
aware of behavioral expectations, feel safe, and promote social and emotional learning.
Goal 2:
1. Students lack the understanding of their academic journey and the potential successful transition to high school with applied rigor and management of their middle school experience.
Root
2. Lack of student voice in development of culture and climate.
Cause(s)
3. Identifying opportunities for building relationships with students and families.
a) The number of staff agree that there is a strong culture of respect and fairness at the school site will increase from 67% to 80% as measured by the teacher/
staff climate survey for Sparks Middle School.
Monitoring
Status
Measurable b) Increase the number of families completing the climate survey- 12% to 40%- as measured by yearly Climate Survey for Sparks Middle School.
Objective(s):
c) Increase the number of students who agree that they are academically engaged in their coursework from 59% to 75%.
d) Decrease the number of major discipline referrals from 941 to 475.
ACTION PLAN
Action Step

Implementation

-Continuous professional development of
-Implementation of RPDP instructional
meaningful school-wide expectations - BEAR support has been scheduled for the entire
Power.
year. No additional resources (funds or
-Continuous professional development of
materials) are necessary.
advisory tracker designed by students, tailored -Weekly meetings with Dr. Sakalaris have
to fit the needs as decided by the students.
been scheduled - MTSS
-PBL training to support the role of teachers as -Lesson plan template created and
facilitators and students thinking critically
distributed. Posted on Weebly.
about reality based issues/problem solving.
- Copies of Books for book clubs - 1400
-Home Visit program training - 36 faculty
PLC - Facilitation - ELL Mentor, Master
members trained
Teacher and district Implementation
-Bullying instruction on State/District
Specialist.
preventative curriculum
-Professional learning on cultural responsive
practices.
MONITORING PLAN
List Artifacts/Evidence of Progress:
List Timeline, Benchmarks, and Position
Responsible
management protocol
tickets
Monitoring
Status
NCCAT-S Indicators:
PD-8/4, 8/5, 8/6, 9/2, 10/7, 11/4, 12/2, 1/13,
2/3, 3/2, 4/6, 5/4
PD Team
Master, Mentor, Department Leads,
Administrators
RPDP
Comments:
Page 6 of 26
Action Step

B-2 Objective 2
Artifacts/Evidence

B-2 Objective 2

B-2 Objective 2
Monitoring Status
NCCAT-S Indicators:

B-2 Objective 2
Comments: Data chats, outreach events like Jog-A-Thon, website, communication efforts, postcards, community effort to highlight what is great about SMS like the Class Act
Award, documents in tracker in Spanish and English,
-Implementation of meaningful school-wide

expectations - BEAR Power.
-Mandated weekly team PLC meetings
focused on student data, building
relationships, and school to home
communication.
-Creation of a unique advisory tracker
designed by students, tailored to fit the needs
as decided by the students and implement
tracker daily into Advisory
More planning time
Funds for books
Funds for trackers

management protocol
tickets
Incentives for students as a result of

increased PBIS
NCCAT-S Indicators:
Department PLCs Every Monday

Early Release Professional PLCs- 8/12, 9/9,
11/18, 12/9, 1/20, 2/10, 3/9, 420, 5/20
Comments:
2.4 Other (Optional)
NCCAT-S Indicators:
Comments:
Page 7 of 26
COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 3
Priority Need/Goal 3 is optional, selection is required:

Not Applicable
Optional
General Education
FRL
ELL
IEP
Other
Priority
Need/
Goal 3:
Root
Cause(s)
Monitoring
Status
Measurable
Objective(s):
ACTION PLAN
Action Step

Implementation

MONITORING PLAN
Responsible
Monitoring
Status
NCCAT-S Indicators:
Comments:
Page 8 of 26
Action Step

B-2 Objective 3
Artifacts/Evidence

B-2 Objective 3

B-2 Objective 3
Monitoring Status
NCCAT-S Indicators:

B-2 Objective 3
Comments:
NCCAT-S Indicators:
NCCAT-S Indicators:
Comments:
3.4 Other (Optional)
Comments:
Page 9 of 26
COMPONENT II: Inquiry Process & Action Plan Design - Interventions
Required for all Focus and 1 Star Schools

Based on the CNA, select one of the four interventions:
Interventions
Root
Cause(s)
Monitoring
Status
Measurable
Objective(s):
ACTION PLAN
Action Step
4.1

Implementation
MONITORING PLAN
Responsible
Monitoring
Status
NCCAT-S Indicators:
Comments:
Page 10 of 26
Action Step
4.2
Artifacts/Evidence
NCCAT-S Indicators:
NCCAT-S Indicators:
NCCAT-S Indicators:
Comments:
4.3
Comments:
4.4
Monitoring Status
COMPONENT III: Budget Plan
2015-16
COORDINATION OF FUNDS TO SUPPORT THE PLAN WITH OTHER PROGRAMS: Provide the sources of funds your school is currently receiving and
identify the purposes for which those funds are spent. Sources of funds may include General Budget, Title I , Title II, Title III, Migrant, Immigrant,
Neglected & Delinquent, 21st Century After School Programs, Gear Up, IDEA, McKinney-Vento/Homeless, Head Start, state-funded Pre-Kindergarten,
Teacher Incentive Fund, Striving Readers, and other state/federal funds.
Source of Funds applicable to
Amount Received for
Purposes for which funds are used (include targeted
Applicable
Priority Need/Goal
this School Year
audience, specific activities, intended outcomes, etc.)
Goal(s)
Title I Budget: Including the graduation intervention

initiative funds
TIF 4 Budget
$305,025.00
$26,726.00
$80,000.00 (STEM IS)

$15,000.00 (Master, Mentor)
Intervention teacher
Parent Involvement Facilitator
Instructional teaching hours
Professional Development subs
Intervention instructional substitutes
Materials and supplies to support academic achievement
Upgrade Assistant Principal
Goals 1,2
STEM IS
Additional Mentor dollars
PBL Training for 5 teachers
Goals 1,2
Page 12 of 26

2015-16
1.
COMPONENT IV: REQUIRED ELEMENTS FOR TITLE I SCHOOLS:

Title I Schools operating a Schoolwide Program must complete Items 1 through 5 on this page.
Describe the school's strategies to attract effective, highly-qualified teachers to your school.
Sparks Middle School works closely and collaboratively with WCSD Office of Human Resources to attract, interview and employ highly qualified staff for our building. Human Resources conducts
initial interviews and creates pools of qualified candidates. Candidates who have successfully completed the Human Resource interview are placed into a pool of teacher candidates. Interested
applicants apply to specific postings. Candidates are selected from the district pool and are interviewed using a site developed interview process. Sparks Middle School has a site-level interview
team that includes an administrator, department leader, and teacher based upon the subject for which they are hiring.
In addition to working with the Office of Human Resources, we also hold a MOU with the University of Nevada, Reno to host future student-teacher candidates in our classrooms for internship and
coursework obligations. Our close collaboration with our local university allow for positive marketing of our school with their collegial community.
2. Describe the school's strategies to increase family engagement in accordance with Section 1118 of NCLB (see resource link), such as family literacy services and the provision to parents on
As part
of the
4 program,
weacademic
have allocated
resources
supportthey
our staff
with the Student Learning Objective process by hiring a Master and a Mentor teacher to support our staff. New
how
theTIP
school
will share
information
in a to
language
understand.
teachers are supported by the Mentor Teacher who provides weekly training and supports for our staff. The Master Teacher leads PD as it pertains to the SLO process, and provides individualized
coaching
for teachers
through the
SLO creation
andtorevision
process.
Sparks
Middle
School provides
academic
outreach
all of our
families. Families are invited to participate in various activities such as Welcome to Sparks Middle School BBQ, Open House, 2nd
Cup of Coffee, Family Achievement Nights, AVID Night, STEM Night as well as our open the door for collaborative conversations with our 2015/16. Family and community engagement to support
academic achievement and a strong culture of respect and engagement with staff committing to the Parent Teacher Home Visiting Program, the implementation of SMS- Align for Success to
Collaborative
- Implementation
teaches
are supported
in and
developing
plans
students
withfor
cross
content
area teachers.
work
with ourSupport
feeder elementary
schoolsof
toTeams,
support
our incoming
students
families academic
sooner and
withfor
more
intention
an easier
transition
to our campus, and partnering with WCSD Adult
Effective Leadership
- Clear,
consistent,
essential
expectations
communicated
weekly.elementary schools. Other events, such as our Family Data Chats and family events held by our individual
Education
to offer English
classes
on ourand
campus
for our
families and
those at our feeder
Teacher
Voice
- Culture
and climate
drivenand
through
dialogue and
collaboration.
teams
are
designed
to build
relationships
open democratic
doors to collaborative
conversations
with our families. All events will be supported by administrative staff, counselors, teachers, family and
Professionalliaison
Development
support -on
Treated
as staff
individuals,
teachers
provided
professional
development
opportunities
that reflect
their deficits
insteadbilingual
of a one-size-fits
all approach.
community
( a new position
the SMS
to support
familyare
and
community
engagement
for the 2015/16
year), Parent
Involvement
Facilitator,
support staff,
and as often as
Student Population
Motivated, diverse and eager to learn.
possible
community- partners.
Community
Support - Strong
parent are
involvement.
Teaming
- Expectation
that plans
teachers
makingand
good
phone calls,
sending
postcards
and (ie:
conducting
visitschildren
to support
family
and keepsuch
parents
informed
theiror
child's
3.
Describe
the school's
for transition
articulation
between
school
programs
assistinghome
preschool
from
earlyengagement
childhood programs
as Head
Start, about
Even Start,
a
academic
progress.
state-run preschool program to elementary school, elementary school to middle school, and middle to high school, etc.).
-Monthly events to involve community members, families in the academic journey (History Day project, Skate Night, Open House, AVID nights, Data Chats).
Sparks Middle
Schoolinquiries
hosts an to
Early
Childhood
Program toaddress
assist with
the and
transition
to support.
local elementary school programs. This program consists of both general and special education students
-Cultural
and climate
address
misconceptions,
issues,
provide
with two teachers
and one
assistant.opportunities
The programfor
runs
for 2.5 to
hours
theschool
morning
and then
additional
2.5 hours
in the afternoon.
-Extended
library hours
- providing
students
workinon
projects,
haveanaccess
to Internet
resources,
and parent involvement.
4.
Identify the measures that include teachers in decisions regarding the use of academic assessments.
There are multiple measures that include teachers in the decision making process at Sparks Middle School. This year, the staff assisted with root cause data analysis studies to determine our
academic goals for the SPP. Teachers also utilize MAP, CRT, AIMSweb, and common assessments to collaborate and develop plans of support for our students. The teachers host a weekly MTSS
team meeting with the counselors and school psychologist to identify at-risk students, and monitory academic growth.
As part of the TIP 4 grant, our staff is utilizing the Student Learning Objective Process. Teachers will create an SLO this year, allowing for a deep reflective study of their practice. Teacher will
conduct a research project with a target group of students, studying the correlation of the CCSS to their daily teaching practice. Student achievement will be analyzed to allow the teacher to
reflect upon their practice and enhance future teaching strategies.
5.
that federal,
state, and
and analyze
local services
are coordinated
andtointegrated
the schoolnext
improvement
efforts.
Core Provide
subject assurance
teachers design,
implement,
summative
assessments
determineinto
instructional
steps during
PLC data chats.
- Collaboration between Special Education teachers and content area teachers to differentiate summative assessments both with inception and implementation.
-Inclusion
Washoe
County School District's Strategic Plan, Title 1 accountability as well as Nevada Academic Content Standards are all used as guidelines for academic planning; focusing on student growth
and academic achievement.
Page 13 of 26

2015-16
APPENDIX A- Professional Development Plan

-Monthly strategic instruction on Understanding By Design (UBD) provided by RPDP trainers Nicolette Smith and Kristen Campbell.
-Training on the work by John Hattie with Dr. Sakalaris on high leverage instructional strategies - questioning and discussion techniques.
1.1
-Developed whole school lesson plan template aligned with the Danielson evaluation rubric (questioning and discussion techniques).
-Book Club focus on Classroom Management and Student Centered Coaching (Diane Sweeny).
-Weekly PLC meetings with additional support from Master Teacher and ELL Coach to identify differentiation strategies.
-Mentor Teachers assigned to provide individualized support for novice teachers.
-Weekly Novice Teacher seminar meetings focused on NVACs and intentional and strategic instruction on questioning and discussion techniques.
Goal 1
-Master/Mentor teachers modeling best practices and co-teaching using questioning/discussion techniques.
Additional
PD Action
Step
(Optional)
2.1
-Continuous professional development of meaningful school-wide expectations - BEAR Power.

-Continuous professional development of advisory tracker designed by students, tailored to fit the needs as decided by the students.
-PBL training to support the role of teachers as facilitators and students thinking critically about reality based issues/problem solving.
-Home Visit program training - 36 faculty members trained
-Bullying instruction on State/District preventative curriculum
-Professional learning on cultural responsive practices.
Goal 2
Additional
PD Action
Step
(Optional)
3.1
Goal 3
Additional
PD Action
Step
(Optional)
Page 14 of 26

2015-16
1.2
APPENDIX B- Family Engagement Plan

See Family Engagement Appendix B-2 Objective 1
Goal 1
Additional
Family
Engagement
Action Step
(Optional)
2.2
Goal 2
Additional
Family
Engagement
Action Step
(Optional)
3.2
Goal 3
Additional
Family
Engagement
Action Step
(Optional)
Page 15 of 26
APPENDIX B-2 Family Engagement Plan Measurable Objective 1
According to our climate data only 12% of our families completed the survey; 59% of students reported that they are engaged in academically in coursework and 67% of staff agree
CNA Data
that there is a strong culture of respect and fairness at the school site. According to our discipline data SMS had over 941 major discipline referrals. In addition, the SMS faculty agreed
identified from
to focus on climate and engagement after conducting a data summit and carousel activity in which all staff identified strengths and areas of growth in each of the four fundamental
Component l
areas that WCSD is focusing on this year.
Linked to SPP
Goal(s)
Family
Engagement
Measurable
Objective l
Measurable objective: Sparks Middle School supports student achievement by fostering two way positive communication to support academically and
community minded culture on our campus from 50% to 60 % of our families as measured by compiled data from positive phone calls, postcards, and Data
chats.
**** All Families invited
(multiple action steps may be listed per box)

SMS Open House 2015-2016- Better Together
Aug 20, 2015
5:30-7:00
SMS Faculty, WCSD Interpreters (4), SMS Parent
Involvement Facilitator, SMS Family and
Community Liaison, Sparks Christian
Fellowship (Partner in Education)
Dessert- Costco (Reno)
Waters Western Nevada Supply
Flyers SMS General Fund
Goal 2
Goal 3
ACTION PLAN
Action Step
Goal 1

Implementation
SMS Faculty, WCSD Interpreters (4), SMS
Parent Involvement Facilitator, SMS
Family and Community Liaison, Sparks
Christian Fellowship (Partner in
Education)
STEM Coach, Sparks Sertoma (Partner in

Education), Sparks Christian Fellowship
AVID Night Dream Boards and Taco Feed
(Partner in Education), TMCC High School
Oct 15, 2015
(Partner in Education)
5:30-7:30
Dinner La Fuente (funded by Sparks
SMS Administrative Team, Parent Involvement Sertoma)
Facilitator, Family and Community Liaison,
Waters Funded by SMS Family
STEM Coach, Sparks Sertoma (Partner in
Engagement Account
Education), Sparks Christian Fellowship
(Partner in Education), TMCC High School
Dinner La Fuente (funded by Sparks Sertoma) Portfolio files SMS General Fund
Waters Funded by SMS Family Engagement
Account
Flyers- SMS General Fund
Dessert Potluck- SMS Students
Plates, forks, coffee, waters SMS Family
Engagement Fund
SMS Data Chats/Student-Led Conferences
Oct 19-23, 2015
Flyers/Information SMS General Fund
11:30-3:00pm Monday - Friday
and Funds generated from SMS Walk Run
MONITORING PLAN
List Timeline, Benchmarks, and

individual Responsible
Quantitative and Qualitative Evaluation

(staff, families and community)
Measurements Defined
Parent sign in sheets
Aug 20, 2015
5:30-7:00
Exit tickets from Data chats
SMS Faculty, WCSD Interpreters (4), SMS
Parent Involvement Facilitator, SMS Family
Copies of flyers
and Community Liaison, Sparks Christian
Fellowship (Partner in Education)
Photos of Dream Boards
AVID Night Dream Boards and Taco Feed
Oct 15, 2015
5:30-7:30
SMS Administrative Team, Parent
Involvement Facilitator, Family and
Community Liaison, STEM Coach, Sparks
Sertoma (Partner in Education), Sparks
Christian Fellowship (Partner in Education),
TMCC High School (Partner in Education)
Dinner La Fuente (funded by Sparks
Sertoma)
Waters Funded by SMS Family
Engagement Account
Oct 19-23, 2015
11:30-3:00pm Monday - Friday
SMS Administrative Team, SMS Certified
Staff, Parent Involvement Facilitator, Family
Family Engagement
Standard(s)
Addressed
l. Welcoming all
Families
ll. Communicating
Effectively
lll. Supporting
Student Success
lV. Speaking Up for
Every Child
V. Sharing Power
Vl. Collaborating
with the Community
Vll. Building the
Capacity of Staff to
Engage Families
Page 16 of 26
According to our climate data only 12% of our families completed the survey; 59% of students reported that they are engaged in academically in coursework and 67% of staff agree
CNA Data
that there is a strong culture of respect and fairness at the school site. According to our discipline data SMS had over 941 major discipline referrals. In addition, the SMS faculty agreed
identified from
to focus on climate and engagement after conducting a data summit and carousel activity in which all staff identified strengths and areas of growth in each of the four fundamental
Component l
areas that WCSD is focusing on this year.
Linked to SPP
Goal(s)
Family
Engagement
Measurable
Objective l
***** Data from each feeder elementary will be collected to determine the number of incoming 7th Graders for accuracy in meeting our 50% or more goal.
Sparks Middle School will support transitions for families to and from our school and reach at least 50% of our families to attend events pertaining to
transitions (Pre-K to K; 6th to 7th)
Goal 1
Goal 2
Goal 3
ACTION PLAN
Action Step

Implementation

Welcome to 7th Grade BBQ
Aug 7 2015 11:00-1:00pm
Hot dog lunch Funded by Amerigroup
SMS Administrative Team, Parent Involvement
Facilitator, SMS Family and Community Liaison, Coffee and donuts SMS Family
WCSD Interpreters (4), Sparks Christian
Engagement Fund
Fellowship (Partner in Education), Target
(Partner in Education), City of Sparks Parks and
Recreation (Partner in Education), Amerigroup
MONITORING PLAN


Parent sign in sheets
Welcome to 7th Grade BBQ
Aug 7 2015 11:00-1:00pm
Copies of flyers
SMS Administrative Team, Parent
Involvement Facilitator, SMS Family and
Community Liaison, WCSD Interpreters (4),
Sparks Christian Fellowship (Partner in
Education), Target (Partner in Education),
City of Sparks Parks and Recreation (Partner
in Education), Amerigroup (Partner in
Education)
Transitions Events at Elementary Feeder

Schools (visiting coffee events at elementary
feeders)
Spring 2016
SMS Administrative Team, STEM Coach, Parent
Involvement Facilitator and various SMS
certified staff
Transitions Events at Elementary Feeder

Schools (visiting coffee events at
elementary feeders)
Spring 2016
SMS Administrative Team, STEM Coach,
Parent Involvement Facilitator and various
SMS certified staff
SMS 2nd Cup of Coffee Incoming 7th Grade

Families
May 2016
9:30-11:00am
SMS Administrative Team, SMS Counselors,
SMS 2nd Cup of Coffee Incoming 7th

Grade Families
May 2016
9:30-11:00am
SMS Administrative Team, SMS Counselors,
Family Engagement
Standard(s)
Addressed
l. Welcoming all
Families
ll. Communicating
Effectively
lll. Supporting
Student Success
lV. Speaking Up for
Every Child
V. Sharing Power
Vl. Collaborating
with the Community
Vll. Building the
Engage Families
Page 17 of 26
CNA Data
identified from
Component l
Linked to SPP
Goal(s)
Family
Engagement
Measurable
Objective l
Goal 1
Goal 2
Goal 3
ACTION PLAN
Action Step

Implementation
MONITORING PLAN

Family Engagement
Standard(s)
Addressed
l. Welcoming all
Families
ll. Communicating
Effectively
lll. Supporting
Student Success
lV. Speaking Up for
Every Child
V. Sharing Power
Vl. Collaborating
with the Community
Vll. Building the
Engage Families
Page 18 of 26

2015-16
APPENDIX C- Monitoring/Evaluation
Priority Need/Goal 1
Priority Need/
Our goal is to ensure strong student achievement for all students by focusing on core instructional practices in implementing NVACS
Goal 1:
Status
Measurable
Objective(s):
1) Through focused professional development, the core instruction will incorporate effective or highly effective questioning and discussion techniques (as
measured by administrator, department leads, and coaches utilizing the Danielson 3b components) in more than 75% of lessons by March 2016.
2) Due to constraints of the changing assessment system, we will utilize grade level MAP data to provide support for all sub-groups. In 2015/16, our objective
is to decrease the number of students in the low and low average performance groups by 20%.
Comments:
Mid-Year
1.1
Progress
End-of-Year

-Monthly strategic instruction on Understanding By Design (UBD) provided by RPDP trainers Nicolette Smith and Kristen Campbell.
-Training on the work by John Hattie with Dr. Sakalaris on high leverage instructional strategies - questioning and discussion techniques.
-Developed whole school lesson plan template aligned with the Danielson evaluation rubric (questioning and discussion techniques).
-Book Club focus on Classroom Management and Student Centered Coaching (Diane Sweeny).
-Weekly PLC meetings with additional support from Master Teacher and ELL Coach to identify differentiation strategies.
-Mentor Teachers assigned to provide individualized support for novice teachers.
-Weekly Novice Teacher seminar meetings focused on NVACs and intentional and strategic instruction on questioning and discussion techniques.
-Master/Mentor teachers modeling best practices and co-teaching using questioning/discussion techniques.
Barriers
Next Steps
Page 19 of 26
1.2
Progress
Barriers
Next Steps
1.3
Progress
-Comprehensive ELA curriculum adopted Springboard. 50% of staff trained on implementation and instructional strategies aligned to the program.
-Alignment of math curriculum and expectations facilitated by intentional PLC collaboration as well as quarterly planning days.
-Content area observation tours focused on implementation of curriculum and student engagement.
-Quarterly content area aligned summative assessments.
-Data Driven decision making - MAP scores, formative and summative assessments, as well as data from BIG.
-21st Century competencies focused on skilled communication and collaboration
-After school instructional programs to support questioning/collaborative discussion techniques in Bridge Club, tutoring, and study hall for athletes.
-
Barriers
Next Steps
1.4
Progress
Barriers
Next Steps
Page 20 of 26

2015-16
Priority Need/ Climate and engagement: Sparks Middle School will achieve student engagement and academic success through a focus on creating a healthy learning climate where students and
staff are aware of behavioral expectations, feel safe, and promote social and emotional learning.
Goal 2:
a) The number of staff agree that there is a strong culture of respect and fairness at the school site will increase from 67% to 80% as measured by the teacher/
staff climate survey for Sparks Middle School.
Measurable
Objective(s):
Status
b) Increase the number of families completing the climate survey- 12% to 40%- as measured by yearly Climate Survey for Sparks Middle School.
c) Increase the number of students who agree that they are academically engaged in their coursework from 59% to 75%.
d) Decrease the number of major discipline referrals from 941 to 475.
Comments:
Mid-Year
2.1
End-of-Year
-Continuous professional development of meaningful school-wide expectations - BEAR Power.

-Continuous professional development of advisory tracker designed by students, tailored to fit the needs as decided by the students.
-PBL training to support the role of teachers as facilitators and students thinking critically about reality based issues/problem solving.
-Home Visit program training - 36 faculty members trained
-Bullying instruction on State/District preventative curriculum
-Professional learning on cultural responsive practices.
Progress
Barriers
Next Steps
Page 21 of 26
2.2
Progress
Barriers
Next Steps
2.3
-Implementation of meaningful school-wide expectations - BEAR Power.

-Mandated weekly team PLC meetings focused on student data, building relationships, and school to home communication.
-Creation of a unique advisory tracker designed by students, tailored to fit the needs as decided by the students and implement tracker daily into Advisory
Progress
Barriers
Next Steps
2.4
Progress
Barriers
Next Steps
Page 22 of 26

2015-16
Priority Need/
Goal 3:
Status
Measurable
Objective(s):
Comments:
Mid-Year
End-of-Year
3.1
Progress
Barriers
Next Steps
Page 23 of 26
3.2
Progress
Barriers
Next Steps
3.3
Progress
Barriers
Next Steps
3.4
Progress
Barriers
Next Steps
Page 24 of 26

2015-16
Interventions (4)
Intervention
Status
Measurable
Objective(s):
Comments:
Mid-Year
End-of-Year
4.1
Progress
Barriers
Next Steps
Page 25 of 26
4.2
Progress
Barriers
Next Steps
4.3
Progress
Barriers
Next Steps
4.4
Progress
Barriers
Next Steps
Page 26 of 26

Sms - School Performance Plan 2015-16

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School Performance Plan

Address (City, State, Zip Code, Telephone):

For Implementation During The Following Years:

The Following Checkbox Selections (if applicable) Must Be Completed:

Served (receives funds)

Not Served (does not receive funds)

Designation: Must select one

Not Required- 4/5 Star Schools

Initial- 1/2/3 Star Schools

Please ensure that the following documents will be

Math Department Leader

SPED Department Leader

ELA Department Leader

ENCORE Department Lead

Science Department Leader

Nevada Department of Education - June 2015

Last Date Review/Revised By Planning Team:

Sparks Middle School

COMPONENT I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)

DATA REVIEWED & ANALYZED:

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)

Nevada Alternate Assessment (NAA)

Formative Assessment Practice

Comparison of ELPA with other Assessments

Achievement Gap Data

Teacher/Administrator Observation Data

Time in ELL Program/Projected Time to Proficiency

ELL Program Policies and Procedures

Special Education Procedures- Whole School

HIGH SCHOOL GRADUATION RATES

Two or More Races

Sparks Middle School

Based on the CNA, identify all that apply:

1) Inconsistent implementation of NVACs (not using the IPGs)

Resources and Amount Needed for

1.1 Professional Development (Required)

Continuation From Last Year

1.2 Family Engagement (Required)

See Family Engagement Appendix B-2

See Family Engagement Appendix

See Family Engagement Appendix

Timeline and Position Responsible

See Family Engagement Appendix

-Comprehensive ELA curriculum adopted

-Professional Development planning

Department PLCs Every Monday

Continuation From Last Year

Sparks Middle School

Based on the CNA, identify all that apply:

Resources and Amount Needed for

2.1 Professional Development (Required)

Continuation From Last Year

2.2 Family Engagement (Required)

See Family Engagement Appendix

See Family Engagement Appendix

See Family Engagement Appendix

Timeline and Position Responsible

See Family Engagement Appendix