School Performance Plan

Transcription

1 School Performance Plan School Name Fong, Wing and Lilly ES Address (City, State, Zip Code, Telephone): 2200 James Bilbray Dr Las Vegas, NV , (702) Superintendent/Assistant Chief: Pat Skorkowsky / Kaweeda Adams For Implementation During The Following Years: The Following MUST Be Completed: Title I Status: Served Designation: NA Grade Level Served: Elementary Classification: 2 Star NCCAT-S: Initial *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 Position Summer Garcia Parent Jamie Agresti Principal Lisa Cizmas Assistant Principal Sandi Brondyke Learning Strategist Charissa Atcosta Fourth Grade Teacher Tiffanie Petersen Third Grade Teacher Kristen Holland Second Grade Teacher Jill Kotas First Grade Teacher Kelly Andrews Kindergarten Teacher Daisy Valdovinos SPTA Last Date Review/Revised By Planning Team - 12/13/2016 Page 1 Nevada Department of Education - June 2016

2 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) Statewide Assessments Achievement Gap Data Achievement Gap Data Teacher/Administrator Observation Data Teacher/Administrator Observation Data Teacher/Administrator Observation Data NA NA NA NA NA NA Other: CCSD External Audit Team Other: CCSD External Audit Team Other: CCSD External Audit Team Other: Other: Other: Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process. Grades 3-5 CRT proficiency scores in Reading increased for the last three years: 46% (2011); 59% (2012) and 66% (2013) but decreased to 60% (2014). IEP students increased proficiency for the last three years: 27% (2012) and 31% (2013) to 38% (2014). Grades 3-5 CRT scores in Math decreased from 71% (2012) to 68% (2013) to 62% (2014). The Median Growth Percentile in the area of Reading decreased from 62 (2012) to 59 (2013) to 34 (2014) and in Math the Median Growth Percentile decreased from 77 (2012) to 43 (2013) to 36 (2014). Grade 3-5 SBAC baseline data in ELA 44.13% proficiency (349 Students). Subgroup data: Hispanic 46.86% (175 Students); African American 28.57% (98 Students); Caucasian 60.53% (38 Students); IEP 13.16% (38 Students). In Math 32.47% proficiency (348 Students). Subgroup data: Hispanic 33.71% (175 Students); African American 21.65% (97 Students); Caucasian 44.74% (38 Students); IEP 13.16%(38 Students). monitoring data and CRT data indicated that students in the Tier 2 reading program did not make the expected growth in reading. 80% of the students made growth but not ambitious growth. Instructional Round data indicated that transitions, pacing, making connections (NEPF 1) varied activities (NEPF 2), positive learning environment, clear expectations, DOK 1 and 2 (with DOK 3 continually improving), and integration of technology and science were strengths. DOK 3 and 4 (NEPF 2), focus on standards throughout the lesson, closure, student metacognition (NEPF 4) and formative assessment (NEPF 5) were areas for growth. Results from the December 2016 External Audit noted that Fong had a safe and orderly environment, engaged classrooms, strong classroom management and well-behaved students. The staff consistently responded as to how the administration ensures there is a positive school climate. Administration makes weekly classroom walks and observations, so teachers are supported and part of the school. The perception of communication by the teachers at Fong is that the administrative team effectively communicates with the staff regularly. 90.9% of the teachers reported that the administrative team communicates with the staff in a manner that is at least satisfactory. It was reported by 83% of the teachers that the climate and culture of Fong is exemplary (50.9%), or satisfactory (32.1%). It was evident from the qualitative data collected during the external review that the school has structures in place for data analysis, comment planning, RTI, and formative assessment. On answers concerning the structures of collaborative planning time were consistent. 79.2% of teachers indicated planning sessions are managed by an agenda and monitored by administration. Teachers were able to come to a consensus as to how much collaborative planning time they have built into their schedule, with some teachers (28.3%) reporting 45 minutes weekly and others (45.3%) reporting 45 minutes bi-weekly. Teachers did indicate that grade level collaborative planning, common grade level assessments and planning based on data, specifically subgroup data in regards to reducing the achievement gap, were areas of growth. Last Date Review/Revised By Planning Team - 12/13/2016 Page 2 Nevada Department of Education - June 2016

3 The results from the External Audit Observations indicated that during classroom walk-throughs, teacher instruction was predominantly on-target, engaging, and using a variety of effective instructional strategies. There may be opportunities for growth; however, teachers are implementing professional development strategies. While rigorous monitoring and follow-through to ensure that talks are completed and the professional development strategies implemented could be improved, the overall systems for student learning are in place. Classroom observations indicated students were observed Fully Engaged in 50% of classes, Mostly Engaged in 42.9% of classes and only Somewhat Engaged in 8.9% of classes. Last Date Review/Revised By Planning Team - 12/13/2016 Page 3 Nevada Department of Education - June 2016

4 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 Grade 3 proficiency rates in reading. Root Causes: Instructional Round data and observational data from September 2016, indicated a need for increased DOK level 3 & 4 (NEPF 2), student metacognition (NEPF 4), and frequent checks for understanding (NEPF 5), were areas of improvement in the content area of ELA. Measurable Objective 1: Increase the percent of 3rd grade students proficient in ELA from 45.97% (2016) to 60% by 2017 as measured by state assessments (SBAC). Monitoring Status 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 : 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: Last Date Review/Revised By Planning Team - 12/13/2016 Page 4 Nevada Department of Education - June 2016

5 1. Teachers will participate in professional development to ensure delivery of rigorous and consistent Tier 1 and Tier 2 reading instruction with an emphasis on NEPF 2 (High quality demand integrated in instructional delivery) and 4 (metacognition integrated in instructional delivery). 2. Read by Three professional development will be held throughout the year. 3. Read Naturally intervention 4. SBAC prep in grades K-5 through the interim blocks. 5. El Master Plan, ELL Book Study, Imagine Learning will be offered for teachers to participate in Worksheets Don't Grow Dendrites or Leader in Me book study. 5. Google Docs and Technology 6. Professional Learning Communities (PLC) will be held bimonthly and incorporate instructional strategies aligned with the NEPF. Title 1 Learning Strategist (daily)- Title $225,000 Technology(daily)- Title $15,012 Read by Three Teacher and Team (weekly)- Read by Three-$15,840 Read Naturally Teacher Trainer (twotrainings) EL Teacher Coordinator (monthly)-el Title III- $7,040 Lesson Plans (weekly)-administration AIMSweb (Oct/Jan/May)-Administration AIMSweb progress monitoring (weekly)- Administration and RTI case managers Instructional Round Data (monthly)- Administration Student Literacy Plans (Oct/Feb/May)-Administration Sign in sheets/evals (PD conclusion)- Administration Classroom Observation data (weekly)-administration 1. Rigor/DOK 3 and 4 (Nov/Jan)- Administration 2. Read by Three (Oct/Nov/Dec)-Read by Three Team, 3. Read Naturally (Oct)-Read Naturally Teacher Trainer 4. ELL Master Plan (Oct)- EL Coordinator, Imagine Learning (Oct)- CCSD ELL Department, ELL Book Study (Jan)-EL Coordinator and Administration 5. Google Docs and Technology (Nov/Dec)-Title 1 Strategist 6. Grade Level Planning & Collaboration (Oct- May)-Grade Level Chairs, Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible Monitoring Status 1.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1. First Fridays will occur on the first Friday of every month. Parents are encouraged to visit their child's classroom for the last 30 minutes of the day. 2/3. Evening Appetizer Meetings and Literacy Night, are evening activities that increase family engagement and involvement. 4. PSTAPT held in December. Teachers will discuss Student Literacy Plans and strategies that parents can use at home. 5. Parent letters for all at risk students in grades K-3 will go home three times per year. Parent Meetings (monthly)-title $4, Agendas, parent sign in sheets & evaluations. Evaluations are utilized to prepare topics for upcoming meetings to ensure we meet the needs of our parents ie. anti-bullying, parent conference tips, literacy activities and assistance with family resources (monthly) -Admin, Counselor, Title 1 liaison. 1. First Fridays (monthly)-administration, Counselor, Title I liaison 2/3. Evening Appetizers Meetings and Literacy Night (Sept, Oct, Nov, Jan, March, May)-Administration, Counselor, Title I liaison and staff 4. PSTAPT- (Dec)-Administration and teachers 5. Parent letters (Oct/Jan/May)-Administration and teachers 1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Teachers will implement: 1. Rigorous and consistent Tier 1 and Tier 2 reading instruction with an emphasis on NEPF 2 (High quality demand integrated in instructional delivery)and 4 (metacognition integrated in instructional delivery). 2. Read by Three strategies. 3. SBAC prep in grades K ELL Book Study strategies. 5. Strategies from Professional Learning Communities (PLC). 6. Strategist to support Read By Three initiatives and work with student. Title 1 Learning Strategists (daily)-title $225,000.00, Technology (daily)-title $51, Teacher Tutors (weekly)-read by Three- $26,400 and El Title III-$7,040 Lesson Plans (weekly)-administration and teachers AIMSweb progress monitoring (weekly)-administration, RTI case managers and teachers Instructional Round Data (monthly)- Administration Edivation (monthly)- Administration, Edivation teacher trainers Classroom Observation data (weekly)-administration 1/2. Tier 1 and 2 reading instruction. Implementation of engaging strategies, DOK 3 and 4 and facilitation of student discourse, student metacognition (daily)- Administration 3. SBAC prep (Nov/Dec/Feb)- Administration and grade level chairs 4. ELL Book Study (Jan)-ELL Coordinator and Administration 5. Instructional Round Data and Classroom Observation Data on the School Performance Plan Monitoring Tool (weekly)- Administration 6. Tier 2 First Grade reading intervention (daily)-title 1 Learning Strategist and Administration Last Date Review/Revised By Planning Team - 12/13/2016 Page 5 Nevada Department of Education - June 2016

6 1.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: Tutoring for targeted students. Teacher Tutors (weekly)- Read by Three-$26,400 and ELL Title III-$7,040 Tutoring data (monthly)-read by Three Teacher and EL Coordinator AIMSweb data (weekly)-administration and RTI Team Classroom assessment data and SBAC block data (monthly)-administration Before and after school tutoring (weekly)-read by Three Teacher and EL Coordinator AIMSweb data (weekly)-administration, RTI Team and teachers Classroom assessment data and SBAC block data (monthly)- Administration and teachers Last Date Review/Revised By Planning Team - 12/13/2016 Page 6 Nevada Department of Education - June 2016

7 COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 2 Based on the CNA, identify all that apply: General Education FRL ELL IEP Other Priority Need/Goal 2: Reduce the overall achievement gap percentage points between highest performing and lower performing ethnic/racial subgroups in both reading and math. Root Causes: Instructional Round data indicated that DOK level 3 & 4, student discourse (NEPF 3), focus on standards throughout the lesson, closure, student metacognition (NEPF 4) and formative assessment (NEPF 5) were areas for growth were areas of improvement in the content area of ELA and math. Measurable Objective 1: Reduce the ELA proficiency gap between the African American subgroup and Hispanic subgroup from 18.2% to 8% by 2017 as measured by state assessments (SBAC). Measurable Objective 2: Reduce the math proficiency gap between the African American subgroup and Caucasian subgroup from 23% to 8% by 2017 as measured by state assessments (SBAC). Measurable Objective 3: Reduce the math proficiency gap between the Hispanic subgroup and Caucasian subgroup from 11% to 5% by 2017 as measured by state assessments (SBAC). Measurable Objective 4: Reduce the percent of students that shut down from feeling frustrated from 45% (September, 2016) to 15% (May, 2017) as measured by student responses on Districtwide Survey. Monitoring Status 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 : Information (Data) that will verify the action step is in progress or has occurred. List Timeline, Benchmarks, and Position Responsible Monitoring Status 2.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Last Date Review/Revised By Planning Team - 12/13/2016 Page 7 Nevada Department of Education - June 2016

8 1. All strategies outlined in Goal Vertical Alignment PLC to analyze student achievement by standards that are most challenging for students to comprehend. 3. Refresher of Number Talks and the use of Anchor Charts Professional Development. 4. Worksheets Don't Grow Dendrites or Leader in Me Book Study Title 1 Learning Strategist (daily)-title $225,000 Technology(daily)-Title $15,012 Read by Three Teacher and Team (weekly)-read by Three-$15,840 Read Naturally Teacher Trainer (two-trainings in Sept) EL Teacher Coordinator (monthly)- EL Title III-$7,040 Lesson Plans (weekly)-administration Acuity Assessment Data (Oct/ Jan/May)-Administration AIMSweb progress monitoring (weekly)- Administration and RTI case managers Instructional Round Data (monthly)-administration Sign in sheets/evals (PD conclusion)-administration Classroom Observation data (weekly)-administration 1. All components outlined in Goal 1 2. Vertical Alignment PLC Meetings (Feb)-Grade Level Chairs and Administration 3. Anchor Charts and Number Talks PD (Dec/Feb)-Teacher Trainers 4. ELL Book Study (Jan)-EL Coordinator and Administration Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible Monitoring Status 2.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1. First Fridays will occur on the first Friday of every month. Parents are encouraged to visit their child's classroom for the last 30 minutes of the day. 2/3. Evening Appetizer Meetings and Literacy and Math Nights, are evening activities that increase family engagement and involvement. 4. PSTAPT held in December. Teachers will discuss Student Literacy Plans and strategies that parents can use at home. 5. Parent letters for all at risk students in grades K-3 will go home three times per year. Parent Meetings (monthly)-title $4, Agendas, parent sign in sheets & evaluations. Evaluations are utilized to prepare topics for upcoming meetings to ensure we meet the needs of our parents ie. anti-bullying, parent conference tips, literacy activities and assistance with family resources (monthly) -Admin, Counselor, Title 1 liaison. 1. First Fridays (monthly)-administration, Counselor, Title I liaison 2/3. Evening Appetizers Meetings and Literacy and Math Nights (Sept, Oct, Nov, Dec, Jan, March, May)- Administration, Counselor, Title I liaison and staff 4. PSTAPT-(Dec)-Administration and teachers 5. Parent letters (Oct/Jan/May)- Administration and teachers 2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Teachers will Implement: 1. All strategies outlined in Goal 1 2. Vertical Alignment strategies from PLC to analyze student achievement by standards that are most challenging for students to comprehend. 3. Number Talks and the use of Anchor Charts Professional Development. 4. Strategies from Book Study 5. Class size reduction teacher hired for 5th grade. 6. Strategist was hired to support third through fifth grade students during computer time so students are familiar with technology tools. Title 1 Learning Strategists (daily)-title $225,000.00, Technology (daily)-title $51, Teacher Tutors (weekly)-read by Three-$26,400 and ELL Title III-$7,040 Lesson Plans (Weekly)- Administration, AIMSweb progress monitoring (monthly)-administration and RTI case managers, Instructional Round Data (Monthly)- Admin, Edivation (monthly)-admin, Classroom Observation data (weekly)-admin 1. All components outlined in Goal 1 2. Vertical Alignment PLC Meetings (Feb)-Grade Level Chairs and Administration 3. Anchor Charts and Number Talks PD (Dec/Feb)-Teacher Trainers 4. ELL Book Study (Jan)-EL Coordinator and Administration 5/6. Classroom Instruction for 5th grade CSR and Technology Strategist (daily)-classroom Teacher, Title 1 Learning Strategist and Administration 2.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: Last Date Review/Revised By Planning Team - 12/13/2016 Page 8 Nevada Department of Education - June 2016

9 Tutoring for targeted students. Teacher Tutors (weekly)- Read by Three-$26,400 and El Title III-$7,040 Tutoring data (monthly)-read by Three Teacher and EL Coordinator AIMSweb data (weekly)-administration and RTI Team Classroom assessment data and SBAC block data (monthly)-administration Before and after school tutoring (weekly)-read by Three Teacher and EL Coordinator AIMSweb data (weekly)-administration, RTI Team and teachers Classroom assessment data and SBAC block data (monthly)- Administration and teachers Last Date Review/Revised By Planning Team - 12/13/2016 Page 9 Nevada Department of Education - June 2016

10 COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 3 Based on the CNA, identify all that apply: General Education FRL ELL IEP Other Priority Need/Goal 3: Increase staff members knowledge and skills related to cultural competency that are needed to meet the instructional needs of diverse learners. Root Causes: Cultural Competency training is needed because of CCSD and school achievement gap data. Measurable Objective 1: 100% of staff will participate in cultural competence professional development session during the school year. Monitoring Status 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 : Information (Data) that will verify the action step is in progress or has occurred. List Timeline, Benchmarks, and Position Responsible Monitoring Status 3.1 Professional Development (Required) Continuation From Last Year: No NCCAT-S Indicators: All staff will participate in cultural competency/diversity professional development for the school year. Teacher leaders for Equity and Diversity, Teacher leaders for Cultural Competency, Instructional Coach, School Counselor and Administration. Resources from CCSD Equity and Diversity Dept. and Administration Cultural Competency PD. Attendance and participation in the Cultural Competency training- Sign in sheets. Staff professional development (Jan)- Teacher leaders for Equity and Diversity, Teacher leaders for Cultural Competency, Instructional Coach, School Counselor and Administration. Last Date Review/Revised By Planning Team - 12/13/2016 Page 10 Nevada Department of Education - June 2016

11 Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible Monitoring Status 3.2 Family Engagement (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: First Fridays will occur on the first Friday of every month. Parents are encouraged to visit their child's classroom for the last 30 minutes of the day. Evening Appetizer Meetings (emphasis on bully education, school initiatives for a safe environment and family resources), Literacy & Math Night, are activities that increase family engagement and involvement. PSTAPT held in December. Equity and Diversity teacher leaders provide materials and resources from the CCSD Equity and Diversity Department to address cultural competency. Parent Meetings (monthly)- snacks, teachers and support staff extra duty pay, literacy and math games for families to encourage engagement in academic activities at home. Resources and materials from the CCSD Equity and Diversity Dept.- Title $4,203,20 Agendas, parent sign in sheets & evaluations. Evaluations are utilized to prepare topics for upcoming meetings to ensure we meet the needs of our parents ie. anti-bullying, parent conference tips, literacy/math activities & assistance with family resources (monthly)- Admin, counselor, Title 1 lia. First Fridays (monthly)-admin, counselor, Title 1 liaison, Evening Appetizers parent meetings (Sept, Nov, Jan, March)-Admin, counselor, Title 1 liaison and Equity and Diversity teacher leaders, Literacy and Math Nights-(Dec and March)- Administration, Learning Strategists and staff. 3.3 Curriculum/Instruction/Assessment (Optional) Continuation From Last Year: No NCCAT-S Indicators: Weekly classroom lessons on school character traits with an emphasis on anti-bullying and safe environment. Equity & Diversity team meets monthly to influence practices that support culturally competent teaching and to assist educators in creating culturally supportive learning environments for students. Teacher leader facilitates the meetings & the grade level reps collaborate and meet with their teams. School Counselor, Equity and Diversity team and Administration. Resources from CCSD Equity and Diversity Dept. and Administration Cultural Competency PD. Agendas, sign in sheets and next steps. Teacher PLC meeting agendas and sign in sheets (monthly) Classroom character lessons (weekly)-school Counselor, Equity and Diversity meetings (monthly)- Equity and Diversity teacher leaders and Administration. 3.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: Last Date Review/Revised By Planning Team - 12/13/2016 Page 11 Nevada Department of Education - June 2016

12 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 Year Purposes for which funds are used (include targeted audience, specific activities, intended outcomes, etc.) Applicable Goal(s) Title 1 $278, Staffing, Technology, Collaboration and Parent Involvement. Goals 1, 2 and 3 EL Title III $7, Tutoring and Book Study Goals 1, 2 and 3 Read by Three $45, Tutoring, DRA Kits, Professional Development and Collaboration Goals 1, 2 and 3 Last Date Review/Revised By Planning Team - 12/13/2016 Page 12 Nevada Department of Education - June 2016

13 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. Participation of all staff in school governance structure and decision-making, staff access to professional development opportunities and leadership of school committees, CCSD leaders, mentors and facilitating PD. The new teacher mentoring program will provide differentiated support to the various levels of teachers' experiential backgrounds. Teacher PDP's differentiate teachers' student learning and professional practice goals based on student data and the NEPF Standards to ensure all teachers are afforded opportunities to increase their expertise. 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 how the school will share academic information in a language they understand. Parental involvement opportunities aligned with CCSD and Fong's vision on many levels. All information is in both English and Spanish. The teachers utilize the Accords at Parent Teacher Conferences and throughout the school year with the students and parents to increase parent involvement in the classroom. Evening Appetizer monthly meetings, Math/Literacy nights and First Fridays that were provided in English and Spanish promoted parent participation and were all very successful based on data. In addition, FACES is participating in our Evening Appetizer meetings providing CCSD resources and strategies for our parents. 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.). Head Start and Pre-K Programs are invited to spend time in our Kindergarten rooms and school as part of their transition. Fifth grade parent/student middle school transition meeting with Counselors and Administration from Brinley Middle School. Fifth grade students visit middle schools, as well as our Counselor collaborates with the Middle School's Counselors to ensure smooth transitions for our students. 4. Identify the measures that include teachers in decisions regarding the use of academic assessments. Learning Improvement Team, Grade Level Chairs/Power Users collaborate with classroom teachers and provide professional development in relationship to school goals, assessments and data collection. RTI team supports teachers in the RTI process and work as case managers to provide teachers with support on interventions, documentation and progress monitoring. Read by Three Team provides PD throughout the school year to enhance reading strategies. Teachers collaborate in bi monthly in PLC's to unwrap standards, plan lessons and pre/post assessments in ELA and Math. 5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement efforts Title 1 Funding--Three licensed teaching positions, technology and parent involvement events and activities. Read by Three Funding -Before and After School Tutoring. EL Title III Funding-Before and After School Tutoring. Last Date Review/Revised By Planning Team - 12/13/2016 Page 13 Nevada Department of Education - June 2016

14 APPENDIX A - Professional Development Plan Teachers will participate in professional development to ensure delivery of rigorous and consistent Tier 1 and Tier 2 reading instruction with an emphasis on NEPF 2 (High quality demand integrated in instructional delivery) and 4 (metacognition integrated in instructional delivery). 2. Read by Three professional development will be held throughout the year. 3. Read Naturally intervention 4. SBAC prep in grades K-5 through the interim blocks. 5. El Master Plan, ELL Book Study, Imagine Learning will be offered for teachers to participate in Worksheets Don't Grow Dendrites or Leader in Me book study. 5. Google Docs and Technology 6. Professional Learning Communities (PLC) will be held bimonthly and incorporate instructional strategies aligned with the NEPF. Goal 1 Additional PD Action Step (Optional) All strategies outlined in Goal Vertical Alignment PLC to analyze student achievement by standards that are most challenging for students to comprehend. 3. Refresher of Number Talks and the use of Anchor Charts Professional Development. 4. Worksheets Don't Grow Dendrites or Leader in Me Book Study Goal 2 Additional PD Action Step (Optional) 3.1 All staff will participate in cultural competency/diversity professional development for the school year. Goal 3 Additional PD Action Step (Optional) Last Date Review/Revised By Planning Team - 12/13/2016 Page 14 Nevada Department of Education - June 2016

15 APPENDIX B - Family Engagement Plan First Fridays will occur on the first Friday of every month. Parents are encouraged to visit their child's classroom for the last 30 minutes of the day. 2/3. Evening Appetizer Meetings and Literacy Night, are evening activities that increase family engagement and involvement. 4. PSTAPT held in December. Teachers will discuss Student Literacy Plans and strategies that parents can use at home. 5. Parent letters for all at risk students in grades K-3 will go home three times per year. Goal 1 Additional Family Engagement Action Step (Optional) First Fridays will occur on the first Friday of every month. Parents are encouraged to visit their child's classroom for the last 30 minutes of the day. 2/3. Evening Appetizer Meetings and Literacy and Math Nights, are evening activities that increase family engagement and involvement. 4. PSTAPT held in December. Teachers will discuss Student Literacy Plans and strategies that parents can use at home. 5. Parent letters for all at risk students in grades K-3 will go home three times per year. Goal 2 Additional Family Engagement Action Step (Optional) 3.2 First Fridays will occur on the first Friday of every month. Parents are encouraged to visit their child's classroom for the last 30 minutes of the day. Evening Appetizer Meetings (emphasis on bully education, school initiatives for a safe environment and family resources), Literacy & Math Night, are activities that increase family engagement and involvement. PSTAPT held in December. Equity and Diversity teacher leaders provide materials and resources from the CCSD Equity and Diversity Department to address cultural competency. Goal 3 Additional Family Engagement Action Step (Optional) Last Date Review/Revised By Planning Team - 12/13/2016 Page 15 Nevada Department of Education - June 2016

16 Priority Need/Goal 1: Increase Grade 3 proficiency rates in reading. APPENDIX C - Monitoring/Evaluation Priority Need/Goal 1 Measurable Objective(s): Increase the percent of 3rd grade students proficient in ELA from 45.97% (2016) to 60% by 2017 as measured by state assessments (SBAC). Status 1.1 Professional Development: 1.2 Family Engagement: 1.3 Curriculum/Instruction/Assessment: 1.4 Other: 1.1 Mid-Year End-of-Year 1. Teachers will participate in professional development to ensure delivery of rigorous and consistent Tier 1 and Tier 2 reading instruction with an emphasis on NEPF 2 (High quality demand integrated in instructional delivery) and 4 (metacognition integrated in instructional delivery). 2. Read by Three professional development will be held throughout the year. 3. Read Naturally intervention 4. SBAC prep in grades K-5 through the interim blocks. 5. El Master Plan, ELL Book Study, Imagine Learning will be offered for teachers to participate in Worksheets Don't Grow Dendrites or Leader in Me book study. 5. Google Docs and Technology 6. Professional Learning Communities (PLC) will be held bimonthly and incorporate instructional strategies aligned with the NEPF First Fridays will occur on the first Friday of every month. Parents are encouraged to visit their child's classroom for the last 30 minutes of the day. 2/3. Evening Appetizer Meetings and Literacy Night, are evening activities that increase family engagement and involvement. 4. PSTAPT held in December. Teachers will discuss Student Literacy Plans and strategies that parents can use at home. 5. Parent letters for all at risk students in grades K-3 will go home three times per year. Last Date Review/Revised By Planning Team - 12/13/2016 Page 16 Nevada Department of Education - June 2016

17 1.3 Teachers will implement: 1. Rigorous and consistent Tier 1 and Tier 2 reading instruction with an emphasis on NEPF 2 (High quality demand integrated in instructional delivery)and 4 (metacognition integrated in instructional delivery). 2. Read by Three strategies. 3. SBAC prep in grades K ELL Book Study strategies. 5. Strategies from Professional Learning Communities (PLC). 6. Strategist to support Read By Three initiatives and work with student. 1.4 Tutoring for targeted students. Last Date Review/Revised By Planning Team - 12/13/2016 Page 17 Nevada Department of Education - June 2016

18 APPENDIX C - Monitoring/Evaluation Priority Need/Goal 2 Priority Need/Goal 2: Reduce the overall achievement gap percentage points between highest performing and lower performing ethnic/racial subgroups in both reading and math. Measurable Objective(s): Reduce the ELA proficiency gap between the African American subgroup and Hispanic subgroup from 18.2% to 8% by 2017 as measured by state assessments (SBAC). Reduce the math proficiency gap between the African American subgroup and Caucasian subgroup from 23% to 8% by 2017 as measured by state assessments (SBAC). Reduce the math proficiency gap between the Hispanic subgroup and Caucasian subgroup from 11% to 5% by 2017 as measured by state assessments (SBAC). Reduce the percent of students that shut down from feeling frustrated from 45% (September, 2016) to 15% (May, 2017) as measured by student responses on Districtwide Survey. Status 2.1 Professional Development: 2.2 Family Engagement: 2.3 Curriculum/Instruction/Assessment: 2.4 Other: 2.1 Mid-Year End-of-Year 1. All strategies outlined in Goal Vertical Alignment PLC to analyze student achievement by standards that are most challenging for students to comprehend. 3. Refresher of Number Talks and the use of Anchor Charts Professional Development. 4. Worksheets Don't Grow Dendrites or Leader in Me Book Study First Fridays will occur on the first Friday of every month. Parents are encouraged to visit their child's classroom for the last 30 minutes of the day. 2/3. Evening Appetizer Meetings and Literacy and Math Nights, are evening activities that increase family engagement and involvement. 4. PSTAPT held in December. Teachers will discuss Student Literacy Plans and strategies that parents can use at home. 5. Parent letters for all at risk students in grades K-3 will go home three times per year. Last Date Review/Revised By Planning Team - 12/13/2016 Page 18 Nevada Department of Education - June 2016

19 2.3 Teachers will Implement: 1. All strategies outlined in Goal 1 2. Vertical Alignment strategies from PLC to analyze student achievement by standards that are most challenging for students to comprehend. 3. Number Talks and the use of Anchor Charts Professional Development. 4. Strategies from Book Study 5. Class size reduction teacher hired for 5th grade. 6. Strategist was hired to support third through fifth grade students during computer time so students are familiar with technology tools. 2.4 Tutoring for targeted students. Last Date Review/Revised By Planning Team - 12/13/2016 Page 19 Nevada Department of Education - June 2016

20 APPENDIX C - Monitoring/Evaluation Priority Need/Goal 3 Priority Need/Goal 3: Increase staff members knowledge and skills related to cultural competency that are needed to meet the instructional needs of diverse learners. Measurable Objective(s): 100% of staff will participate in cultural competence professional development session during the school year. Status 3.1 Professional Development: 3.2 Family Engagement: 3.3 Curriculum/Instruction/Assessment: 3.4 Other: Mid-Year End-of-Year 3.1 All staff will participate in cultural competency/diversity professional development for the school year. 3.2 First Fridays will occur on the first Friday of every month. Parents are encouraged to visit their child's classroom for the last 30 minutes of the day. Evening Appetizer Meetings (emphasis on bully education, school initiatives for a safe environment and family resources), Literacy & Math Night, are activities that increase family engagement and involvement. PSTAPT held in December. Equity and Diversity teacher leaders provide materials and resources from the CCSD Equity and Diversity Department to address cultural competency. Last Date Review/Revised By Planning Team - 12/13/2016 Page 20 Nevada Department of Education - June 2016

21 3.3 Weekly classroom lessons on school character traits with an emphasis on anti-bullying and safe environment. Equity & Diversity team meets monthly to influence practices that support culturally competent teaching and to assist educators in creating culturally supportive learning environments for students. Teacher leader facilitates the meetings & the grade level reps collaborate and meet with their teams. 3.4 Last Date Review/Revised By Planning Team - 12/13/2016 Page 21 Nevada Department of Education - June 2016