Clark County School District
Grant M. Bowler ES
School Performance Plan: A Roadmap to Success
Grant M. Bowler Elementary has established its School Performance Plan for the school year. This plan
was developed by the school’s continuous improvement (CI) team and informed by a comprehensive
needs assessment that included data analysis and meaningful engagement with the school community.
It includes the school's goals and process developed during Act 1. The CI team will monitor
implementation throughout the school year and evaluate and update the goals at the end of the year.
Principal: Kelby Robison
School Website: http://www.gmbowleres.com/
Email:
[email protected]Phone: 702 398-3233
School Designations: ● ● ● ●
Title I MRI CSI TSI ATSI
Our SPP was last updated on 1/24/2024
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School Demographics and Performance Information
In compliance with federal and state law, Nevada’s K-12 Accountability Portal provides detailed information about each school’s student and
staff demographics and school performance rating, a star rating system based on the Nevada School Performance Framework (NSPF). You can
find our School Rating report at http://nevadareportcard.nv.gov/DI/nv/clark/grant_m._bowler_elementary_school/2023/nspf/.
Inclusion of this link replaces completion of the tables in the previous year’s SPP.
School Continuous Improvement (CI) Team
The Continuous Improvement Team is made up of a diverse group of school administrators, teachers, staff, caretakers, and students. This team
meets regularly to develop, monitor, and continually respond to the school’s teaching and learning needs.
Name Role
Kelby Robison Principal
Veronica Zinovitch Assistant Principal
Tamara Harding Teacher
Jessie Bush Teacher
Darlene Milington Staff
Taci May Parent
Emily Pack Parent
Jane Solomon Parent
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School Community Outreach
This section highlights our school’s deliberate and strategic efforts to engage the broader school community in our continuous improvement
efforts by keeping them informed on our progress and learning and eliciting their feedback and perspective.
Outreach Activity Date Lessons Learned from the School Community
Parents are interested in academics and volunteering.
School Open House 8-4-2023
Hundreds of families attended and enjoyed the event
Fall Festival 10-30-2023
Parents loved seeing their student perform
Winter Choir Concert 12-14-2023
The community is very supportive of our school and wants us to be successful
SOT CIP Status Check 2 and 1-23-2024
Budget Meeting
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School Goals
The school goals were developed over a series of five events and included opportunities for teachers, parents, and students to share their
experience and ideas for improvement. The tables on the following pages capture key aspects of the process the CI team engaged in during the
creation of this plan.
Inquiry Area 1 - Student Success
Part A
Student Success
Student Performance Social and Emotional Learning Access to Rigorous Texts and Tasks
Data Data Walks, Observations, Student
SBAC, MAP, Grade level Assessments Panorama Data
Reviewed Shadowing, PLC and Reflection
Areas of Strength:
Our Reading MAP growth from Fall of 2023 to Winter of 2023 was solid.
1st grade growth percentile - 67
2nd grade growth percentile - 80
3rd grade growth percentile - 61
4th grade growth percentile - 63
5th grade growth percentile - 70
Our Math MAP growth from Fall of 2023 to Winter of 2023 was solid.
1st grade growth percentile - 85
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2nd grade growth percentile - 80
3rd grade growth percentile - 78
4th grade growth percentile - 61
5th grade growth percentile - 70
Areas for Growth: We need to improve Kindergarten MAP growth.
Kindergarten Math growth percentile - 56
Kindergarten Reading growth percentile - 49
Our MATH achievement in 4th, and 5th grades were low. Math concepts build on one another and are necessary for future
success in Math. These are SBAC tested grades also.
Problem
Statement 4th grade achievement percentile - 50 4th grade growth percentile - 61
5th grade achievement percentile - 47 5th grade growth percentile - 70
The Grant Bowler Elementary School staff met and determined the root cause is:
1. Teacher inexperience and lack of training on EnVision Math
2. Tier I instruction that didn’t meet the needs of all students.
Critical Root
Causes 3. Insufficient SBAC practice opportunities for each and every student.
4. Individual student data was not shared with students consistently, resulting in a lack of student buy in and insufficient
student goal setting and self-expectations.
5. Tier II and Tier III instruction was effective for some but not all students. A lack of differentiation.
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Part B
Student Success
School Goal: Increase the percent of Kindergarten through 5th grade Aligned to Nevada’s STIP Goal: Goal 2 and 3.
students scoring above the 60th percentile in math from 50% in the Fall
of 2023, to 60% in the winter of 23 and to 65% in the spring of 2024 as
measured by MAP® Growth™ Assessments.
Improvement Strategy: Improve grade level, rigorous Tier I, Tier II, And Tier III instruction during school time.
Evidence Level (1-Strong; 2-Moderate; 3-Promising; 4-Demonstrates a Rationale): enVisions Common Core 2020 EBI Level 3, Reach for Reading
EBI Level 2
Intended Outcomes: If we improve Tier I, II, and III instruction and use PLC to reflect on teacher performance and then plan to differentiate, the
students will better learn grade level material which will support the goal to increase the number of students above the 60%ile on MAP
achievement scores for the 23-34 school year. This will be judged by the Fall 23- Spring 24 scores.
Action Steps: Teachers will teach high quality and aligned Tier I instruction using EnVision Math curriculum and supplemental rigorous lessons.
Teachers will use MAP data and progress monitoring to group students who need certain skills and provide small group instruction.
Administrators will check lesson plans for differentiated instruction based on deficiencies found in MAP testing. Teachers will receive training in
PLC and meet weekly to discuss student needs. Common assessment will be incorporated for math assessments. Teachers will administer the
MAPS growth tests three times annually . Teachers will administer frequent formative assessments. Teachers will analyze the data with their
PLC and adjust their instruction to meet all student’s learning needs. Teachers will use EasyCBM, FastBridge, Exact Path, and Edulastic to assist
and progress monitor students.
Resources Needed: Time for PLC, and Tier II planning.
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Challenges to Tackle: Many teachers are experiencing burnout and stress. Also student chronic absenteeism is at 20% due to student and
parent stress and fatigue. Administration will offer more opportunities to invite parents and students into the school to teach parenting classes,
offer resources and help them understand and support the schools goals. We will also increase the training and support given to teachers as
many new programs and curricula are being initiated in 23-24. We have added teaching positions in 23-24 to decrease class sizes.
Improvement Strategy: Hire qualified and motivated classroom teachers and train them for high quality tier I instruction.
Evidence Level (1-Strong; 2-Moderate; 3-Promising; 4-Demonstrates a Rationale): enVisions Common Core 2020 EBI Level 3, Reach for Reading
EBI Level 2
Intended Outcomes: All classrooms have a highly qualified teacher with the appropriate size class.
Action Steps:
● Make Grant M. Bowler ES a great work environment that contributes to a high quality of life for each employee.
Resources Needed:
● Community support and appreciation.
Challenges to Tackle:
● Some Community members are frustrated with CCSD and the education industry in general due to lack of response to needs and lack of
flexibility for the needs of rural students. Administration will listen to parents and advocate for solutions. Additionally we have started
offering community support resources. We have increased the number of teachers in the school which has decreased the class size.
These efforts should help to decrease the community's frustration.
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Equity Supports. What, specifically, will we do to support the following student groups around this goal?
English Learners: Provide quality Tier I, Tier II, and Tier III, differentiated instruction. These students will be supported by the RBG3 strategist,
Core95 phonics, PLC discussions and differentiation, interventions each day, and Imagine learning time.
Foster/Homeless: Provide quality Tier I, Tier II, and Tier III, differentiated instruction and assist these students with access to the limited
resources we have in the rural community. Advocate for additional support and funding from Las Vegas.
Free and Reduced Lunch: Provide quality Tier I, Tier II, and Tier III, differentiated instruction and offer tutoring after school to assist students in
academic growth and achievement.
Migrant: Provide quality Tier I, Tier II, and Tier III, differentiated instruction.
Racial/Ethnic Minorities: Provide quality Tier I, Tier II, and Tier III, differentiated instruction and offer tutoring after school to assist students in
academic growth and achievement.
Students with IEPs: Provide quality Tier I, Tier II, and Tier III, differentiated instruction. Special education teachers will provide more one on
one and small group assistance for students in academic, social and emotional growth to occur.
Inquiry Area 2 - Adult Learning Culture
Part A
Adult Learning Culture
Instructional Practice Instructional Leadership Systems and Structures that Support
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Continuous Improvement
Class Instruction, Lesson Plans, PLC
Class Instruction, Lesson Plans, PLC meetings Data Walks, Teacher to Teacher
meetings observations
Data
Reviewed
Areas of Strength: Our effort is solid and consistent. Teachers take time to plan and prepare for instruction.
Areas for Growth: Use our planning time to plan more rigorous, grade level aligned instruction and assessment.
Problem
Teachers need support, time and energy to reflect on their practice and make improvement to their instruction.
Statement
Critical Root
Teachers are using some old curriculum resources in preparing lessons and assessments.
Causes
Part B
Adult Learning Culture
School Goal: Increase the number of Professional Learning Community
(PLC) meetings that follow the common data meeting structure from 12
STIP Connection: Goal 2 and 3
per grade level in the 22-23 school year to 30 in the 23-24 school year as
measured by PLC meeting observations.
Improvement Strategy: Schedule, attend, and have an agenda for PLC’s each week that focuses on reflection, data analysis, unwrapping
standards, planning common assessments, and differentiation.
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Evidence Level (1-Strong; 2-Moderate; 3-Promising; 4-Demonstrates a Rationale): Professional Learning Community (PLC) EBI Level 2
Intended Outcomes: If we attend frequent PLC’s and follow the data meeting structure, we can improve Tier I instruction and differentiation.
Action Steps:
● Use data and scheduled time for PLC to find ways to improve Tier I instruction and student learning.
Resources Needed:
● PLC time for teachers to reflect on what to change, and plan improvements. Money for substitutes so our teachers can participate in
observations.
Challenges to Tackle:
● Some teachers are reluctant to participate or engage in PLC’s. They desire more autonomy. We will use administrators and supportive
teachers to teach the benefits of engaging in the PLC.
Improvement Strategy: Provide quality PLC time and training that builds confidence and improved instruction.
Evidence Level (1-Strong; 2-Moderate; 3-Promising; 4-Demonstrates a Rationale): Professional Learning Community (PLC) EBI Level 2
Intended Outcomes: Teachers improve current teaching strategies and incorporate new effective strategies.
Action Steps:
● Setup and schedule consistent PLC’s
Resources Needed:
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● A teacher or administrator willing and able to lead the PLC.
Challenges to Tackle:
● TIme for PLC, Resistance to change, Teacher fatigue.
Equity Supports. What, specifically, will we do to support the following student groups around this goal?
English Learners: PLC focused on improving Tier I,II, and III instruction for all student groups. Training teachers on diverse needs and how to
meet those educational needs.
Foster/Homeless: PLC focused on improving Tier I,II, and III instruction for all student groups. Training teachers on diverse needs and how to
meet those educational needs.
Free and Reduced Lunch: PLC focused on improving Tier I,II, and III instruction for all student groups. Training teachers on diverse needs and
how to meet those educational needs.
Migrant: PLC focused on improving Tier I,II, and III instruction for all student groups. Training teachers on diverse needs and how to meet
those educational needs.
Racial/Ethnic Minorities: PLC focused on improving Tier I,II, and III instruction for all student groups. Training teachers on diverse needs and
how to meet those educational needs.
Students with IEPs: PLC focused on improving Tier I,II, and III instruction for all student groups. Training teachers on diverse needs and how
to meet those educational needs.
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Inquiry Area 3 - Connectedness
Part A
Connectedness
Student Staff Family & Community Engagement
Panorama Data Staff surveys and feedback Parent, PTO, and SOT Feedback
Data
Areas of Strength: Community involvement and volunteer efforts
Reviewed
Areas for Growth: Community and student social health, emotional health, and general wellbeing.
Problem Students, staff, and parents are feeling tired, frustrated, and more anxious than usual. Student social skills are remedial and
Statement need to improve in order to increase connectedness.
Critical Root Loss of stability and consistency in the home and school, health challenges, State and district mandates, political unrest,
Causes students behind in school, and emotional immaturity.
Part B
Connectedness
School Goal: Increase the percent of students experiencing positive STIP Connection: Goal 6
feelings from 70% in the spring or 2023 to 78% by spring of 2024, as
measured by the Districtwide Survey.
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Improvement Strategy: Teach positive thinking, conflict resolution, and self advocacy in each classroom. Teachers and the counselor will
participate in this education effort.
Evidence Level (1-Strong; 2-Moderate; 3-Promising; 4-Demonstrates a Rationale):Panorama Survey and Kelso’s Choices/Climate and Culture EBI
Level 4
Intended Outcomes: Through the use of school and classroom positive behavior initiatives to increase positive thinking and feelings and
restorative relationships and SEL we will increase the positive feelings students have at school. We will also increase positive feelings by
supporting families with needed resources and classes.
Action Steps:
● Increase SEL and support for students and families. Collaborate with government agencies to help families provide for children's needs.
School counselor will provide SEL lessons for all students. Use Hazel Health to support student wellbeing.
Resources Needed:
● Provide Curriculum for the teachers and a list of resources available to families, and how to access these resources.
Challenges to Tackle:
● Community trust of resources and personnel.
● Family willingness to change or ask for help
● Student happiness that is independent of parent happiness.
Improvement Strategy: Teach SEL to our students and reach out to families for private conversations about needs and supports.
Evidence Level (1-Strong; 2-Moderate; 3-Promising; 4-Demonstrates a Rationale): Kelso’s Choices/Climate and Culture EBI Level 4
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Intended Outcomes: Student feeling positively will increase and students will become more resilient to negative feelings when challenges arise.
Action Steps:
● Begin SEL education for students and notify parents of resources available.
Resources Needed:
● Curriculum and counselor scheduled time with students.
Challenges to Tackle:
● Student interest and engagement and student willingness to reflect on their feelings and strive to grow.
Equity Supports. What, specifically, will we do to support the following student groups around this goal?
English Learners: Differentiated SEL education
Foster/Homeless: Differentiated SEL education
Free and Reduced Lunch: Differentiated SEL education
Migrant: Differentiated SEL education
Racial/Ethnic Minorities: Differentiated SEL education
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Students with IEPs: Differentiated SEL education
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COORDINATION OF FUNDS TO SUPPORT THE PLAN WITH OTHER PROGRAMS
Amount Received for Current Purpose(s) for which funds are
Funding Source Applicable Goal(s)
School Year used
Read By Grade 3 $115,120.05 A RBG3 Learning Strategist Goal 1 Student Success
A Teacher working with FRL
At Risk $180,388.08 Goal 1 Student Success
students
A Teacher working with ELL
English Learners $41,184.56 Goal 1 Student Success
students
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