School Performance Planccsd.net/schools/school-performance-plans/pdfs/... · Overall from 2014-2015 to 2016-2017, the percentage of LEP has increased 2.34% from 44.31% to 46.65%

School Performance Plan

School NameThomas, Ruby S ES

Address (City, State, Zip Code, Telephone):1560 Cherokee Ln

Las Vegas, NV 89169, (702) 799-5550

Superintendent/Assistant Chief: Pat Skorkowsky / Lorna James-Cervantes

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Elementary

Classification: 2 Star

NCCAT-S: Not Required

*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 PositionAlesia Edwards Parent Jessica Miller ParentDennis Kubala Principal Suzanne Peyton Assistant Principal

Matthew Okada Title I Facilitator Alejandro Grimaldo Title I FacilitatorGina Schwartz Learning Strategist-Instructional Coach Rochelle Barney Gauthier Read by Three Strategist

Waynette Bautista Teacher Sharon Pacheco PTA PresidentKimberly Chapman Office Manager

Nevada Department of Education Thomas, Ruby S ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/01/2016 Page 1 Nevada Department of Education - June 2016

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

Statewide Assessments Achievement Gap Data Achievement Gap DataFormative Assessments Practice ELL Program Policies and Procedures Not ApplicableSummative Assessments N/A N/ANA NA NANA NA NAOther: Other: Other:Other: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.Below is a summary of the 2015-2016 Smarter Balanced Assessment (SBAC) results:• In ELA, a majority of non-proficient students were in the ethnic subgroups of Hispanic 23.90% and African American 25.71%. It was determined that addressing the needs of these two groups would provide the greatest amount of overall support and reduce the achievement gap between ethnicities.• In ELA, other demographic subgroups that continue to be targeted concerns are LEP and IEP. In 15-16, LEP achieved 14.29% proficiency and IEP achieved 3.57%.• In ELA, a strength to note is grade 5 achievement. 39.08% of grade 5 students were proficient. This is approaching the District grade 5 average of 51.05% in 15-16.• In Math, a majority of non-proficient students were in the ethnic subgroups of Hispanic 14.22% and African American 14.71%. Like in ELA, it was also determined that addressing the needs of these two groups would provide the greatest amount of overall support and reduce the achievement gap between ethnicities.• In Math, other demographic subgroups that continue to be targeted concerns are LEP and IEP. In 15-16, LEP achieved 11.76% proficiency and IEP achieved 3.70%.• In Math, it was noticed that LEP 11.76% and African American 14.71% achievement were similar to district averages of district LEP 14.67% and African American 15.08%.Below is the AIMSWeb trend data results:• In M-COMP (Math Computation Spring 2014-2015) Assessment for Grades 1-5 the students went from 78% proficient to 70% proficient in 2015-16 this was a decrease of 8% proficiency in the overall results.• In M-CAP (Math Concept and Application Spring 2014-2015) Assessment for Grades 2-5 the students went from 61% proficient to 65% proficient in 2015-16 this was an increase of 4% proficiency in the overall results.• In R-CBM (Reading Curriculum Based Measurement Spring 2014-2015) Assessment for Grade 3 the students went from 66% proficient to 70% proficient in 2015-16 this was an increase of 4% proficiency in the overall results.• In R-CBM (Reading Curriculum Based Measurement Spring 2014-2015) Assessment for Grades 3-5 the students went from 71% proficient to 67% proficient in 2015-16 this was a decrease of 4% proficiency in the overall results.Below are the i-Ready Reading overall proficiency scores for ELL - this was the initial year of using this data and is current for this Fall 2016:• In Reading for Grades K-2, ELL students scored 3% proficiency on or above grade level.• In Reading for Grades K-5, all students scored 11% proficiency on or above grade level.• In Math for Grades K-5, all students scored 3% proficiency on or above grade level.Other pertinent informationStudent population base for Refugee students has increased to a high of approximately 58 students. This population has increased from the prior years' totals and appears to be continually increasing. This has increased a focus on the ELL training provide with a focus on the long-term ELs as well as all students. Overall from 2014-2015 to 2016-2017, the percentage of LEP has increased 2.34% from 44.31% to 46.65%.



In other subgroup changes during the time frame of 2014-2015 to 2016-2017, the Hispanic population has decreased 7.16% from 61.81% to 54.65%, while African American increased 3.75% from 16.77% to 20.52%.



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:There are multiple root causes for low reading proficiency at Ruby Thomas Elementary School (ES). Based on participation in grade-level Professional Learning Community (PLC) meetings, some staff members still lack clear understanding of the Nevada Academic Content Standards (NVACS) and how best to assess them at a deep and rigorous level. The quality of Tier I implementation is inconsistent across the school, and instruction lacks explicitness and differentiation to meet the needs of all students. Though the level of staff collaboration is improving, challenges still exist in aligning efforts of all staff toward improving literacy instruction. A lack of scaffolded support exists for English Language Learners (ELL) students, which are the majority of the school's population; and therefore, there is limited movement toward proficiency.

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading from 23% to 38% as measured by 2017 state assessments.

Monitoring Status

N/A

ACTION PLAN MONITORING PLAN

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

Resources and Amount Needed for

Implementation(people, time, materials, funding sources)

List Artifacts/Evidence of

Progress:Information (Data) that will verify

the action step is in progress or has occurred.

List Timeline, Benchmarks, and Position

Responsible

Monitoring

Status

1.1 Professional Development (Required)Continuation From Last Year:

YesNCCAT-S Indicators:



Professional Development Action Steps include: 1. Provide professional development for staff in the new English language arts curriculum called ReadyGEN. 2. Provide professional development for staff in i-Ready which includes assessment of skills related to NVACS, as well as differentiated learning paths for students. 3. Provide staff with an opportunity to take Explicit Phonics, a class designed to build teacher knowledge of phonics and various blending techniques. 4. Deliver Read by Three district-level professional development to all licensed staff during weekly Site-Based Collaboration Time (SBCT) meetings. 5. Redeliver district-level professional development targeted at improving outcomes for ELL students during weekly SBCT meetings. 6. Provide job-embedded professional development to licensed staff via collaboration with instructional coaches. Focus areas include the five essential elements of reading instruction, increased understanding of the NVACS for ELA, differentiated instruction, and effective use of the new core reading program.

The following resources are needed in order to accomplish the listed actions steps: 1. ReadyGEN trainer, 2 3-hour sessions for training, ReadyGEN reading program materials, Zoom funding 2. i-Ready trainer, 3-hour session for training, i-Ready training materials, computers for access to web-based programs, Zoom funding 3. Explicit Phonics trainer, Explicit Phonics course request approval for PDE credits, presentation materials, participant binders and graphics inserts, Bill Honig professional books, chart paper, markers, dry-erase cling sheets, Thomas ES General Budget funding 4. Read by Three strategist, Read by Three lead-team teachers, district Read by Three presentation materials, SBCT scheduled meetings, no additional funding needed 5. School Success Advocate (SSA), district ELL presentation materials, participant materials, SBCT scheduled meetings, no additional funding needed 6. Read by Three Strategist funded by Zoom, Instructional Coach learning strategist funded through Title I, instructional materials aligned to coaching efforts funded through Thomas ES General Budget

Evidence of progress toward accomplishing each of the identified actions steps are as follows: 1. ReadyGEN agendas and sign-in sheets 2. i-Ready agendas and sign-in sheets 3. Explicit Phonics agendas and sign-in sheets; observation notes and written feedback provided to participants of Explicit Phonics course; lesson plans of Explicit Phonics participants 4. Thomas ES literacy plan; SBCT sign-in sheets; presentation materials 5. SBCT sign-in sheets; presentation materials 6. Weekly coaches' reports; detailed and individual coaches' logs

The timeline and responsible parties are as follows: 1. August/September 2016: Assistant Principal (AP) in collaboration with PZ 5 personnel -Schedule and implement ReadyGEN professional development 2. August/September 2016: AP and office manager -Schedule and implement i-Ready professional development -Arrange for substitute teachers 3. October 2015 - January 2017: AP and Zoom project facilitator -Schedule course with PDE office -Obtain necessary presentation materials and participant materials -Implement course from November 2016 through January 2017 4. September 2016 - June 2017 (ongoing): Read by Three strategist and lead teachers, administrators -Schedule and deliver Read by Three district-level presentations 5. August 2016 - June 2017 (ongoing): SSA and administrators 6. August 2016 - June 2017: Read by Three Strategist, Instructional Coach Learning Strategist, administrators -Conduct needs assessment -Schedule support for teachers on an ongoing basis -Provide monthly information to teachers via bulletin board -Participate in providing formalized professional development to new teachers and other licensed staff as necessary

N/A

Comments:

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

Responsible

Monitoring

Status

1.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators:



In order to increase family engagement related to the goal of increased literacy proficiency, action steps are as follows: 1. Conduct literacy Zoom Family Nights twice yearly after school. 2. Schedule and implement weekly parent workshops to take place immediately after student drop off on Thursday mornings. Sessions will be targeted to the parents of identified grade levels. The workshops will include instruction on specific literacy strategies that parents can use with their child to improve reading and writing skills. During the workshop, parents will work with their child implementing the learned strategy to increase the likelihood that they will continue to use the strategy in the home setting. 3. Continue with implementation of Snack Time with Books program once monthly. 4. Continue to offer additional parent workshops on literacy topics as well as increase English proficiency for parents through the FACES Parent Center.

The following resources are needed in order to accomplish the listed action steps: 1. Family Engagement liaison assigned by school, professional development for liaison, Zoom Family Night materials, facility space, Zoom funding 2. Title I learning strategist, licensed teacher, various instructional materials, students, facility space, translation equipment, refreshments, Title I funding, Thomas ES General Budget, and approved SGF funding 3. Librarian, Spread the Word Nevada facilitator, presentation, computer/projector/speakers, multi-purpose room, books, snacks, funding support from Spread the Word Nevada 4. FACES project facilitator and aide, computers, Rosetta Stone software, various community organization speakers/presenters, facility space for Family Center and workshops, Title I funding

Evidence of progress toward accomplishing each of the identified action steps are as follows: 1. Event flyers; ParentLink communications; parent sign-in sheets and evaluations; photographs 2. Event flyers; ParentLink communications; parent sign-in sheets 3. Event flyers; ParentLink communications; email communication between school and organization; monthly data reports from organization 4. Event flyers; ParentLink communications; FACES monthly calendar; parent sign-in sheets

The timeline and responsible parties are as follows: 1. October 2016 and March 2017: Title I Learning Strategist (Family Engagement Liaison) in collaboration with PZ 5 personnel, licensed teachers and support staff, office aide, administration 2. October 2016 - May 2017 (ongoing): Title I Learning Strategist, various licensed teachers from identified grade levels, office aide 3. September 2016 - May 2017 (monthly): Librarian, office aide, administration 4. September 2016 - May 2017 (ongoing): FACES project facilitator and aide, Title I office, administration

N/A

Comments:

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



Action steps related to curriculum, instruction, and assessment follow: 1. Licensed teachers and Certified Temporary Tutors (CTTs) will provide Tier 2 literacy instruction to identified students who are below grade level according to AIMSweb and i-Ready screening measures. Some students will receive intervention services through the Zoom Reading Center.The intervention block will take place from 25-30 minutes daily and is in addition to Tier I core instruction. 2. Grade level teachers will collaborate during established weekly PLC times to increase student proficiency in literacy. PLC meetings will be focused on standards that students historically struggle with mastering, are complex in nature, and that are more challenging for teachers to provide instruction in. 3. Grade levels will begin to develop common grade-level assessments that address both the intent and rigor of the standard being addressed during PLC meetings, including standards related to their identified Student Learning Goal (SLG). 4. Teachers will improve the quality of their lesson plans in reading by utilizing the Literacy Instruction Framework and the new ReadyGEN curriculum, making enhancements and supplementing the program as needed. 5. Teachers will provide time for students to access their i-Ready learning path during the differentiated instruction portion of the reading block. Other opportunities will be provided at the teacher's discretion when other key instruction will not be missed. 6. Staff will utilize the Response to Instruction (RTI) model to track the achievement levels of students. Below grade level students will be monitored with AIMSweb progress monitoring tools and i-Ready growth monitoring check on a monthly or biweekly basis, based on established monitoring schedules. 7. Instructional coaches and learning strategists will support teachers in implementing effective instructional strategies, collecting meaningful data, and developing valid, common assessments. 8. The school will extend the school year with implementation of the Zoom Summer Academy, providing students with additional instruction for literacy.

The following resources are needed in order to accomplish the listed action steps: 1. Licensed teachers, CTTs, Data Learning Strategist, Zoom Reading Center personnel, 30-minute intervention block, Read Well teacher and student materials, Voyager Passport teacher and student materials, ELL funding, Title I funding, Thomas ES General Budget funding 2. Schedule of common prep time, NVACS, no additional funding needed 3. Schedule of common prep time, SLGs, NVACS, no additional funding needed 4. Administration, Literacy Instruction Framework document, lesson plan checklist, lesson plans, no additional funding needed 5. i-Ready web-based access, computers, headphones, instructional schedule, Zoom funding 6. Data Learning Strategist, AIMSweb progress monitoring tools, AIMSweb reports, progress monitoring schedules, Title I funding 7. Read by Three strategist, Instructional Coach Learning Strategist, various sources of data (e.g., AIMSweb, CORE Phonics Survey, i-Ready), Zoom funding, Title I funding, Thomas General Budget funding 8. Licensed teachers, office personnel, support staff, administration, Zoom Summer Academy curriculum and resources, Zoom funding

Evidence of progress toward accomplishing each of the identified actions steps are as follows: 1. Thomas ES instructional schedule, CTT timesheets, student grouping records, administrator observations during intervention block, written feedback on observations 2. PLC agendas and minutes, administrator notes from PLC meetings, email communication between PLC facilitators and grade-level colleagues, student work/assessment samples 3. Student learning goals, common-grade level assessment artifacts 4. Teacher lesson plans, lesson plan checklist, written feedback to teachers on lesson plans 5. i-Ready usage reports, lesson plans 6. RTI student records, AIMSweb progress monitoring schedules, AIMSweb progress monitoring reports; i-Ready growth monitoring reports; 7. Weekly coaches' reports; detailed and individual coaches' logs, email communication from data learning strategist, agendas and/or meeting minutes 8. Flyers, student enrollment lists, Zoom summer curriculum, i-Ready data reports

The timeline and responsible parties are as follows: 1. October 2016 - May 2017 (ongoing): Data Learning Strategist, administration, office manager, licensed teachers, CTTs, Zoom Reading Center personnel 2. June 2016 - May 2017: Data Learning Strategist, licensed teachers, and administration -Create common prep schedule in summer 2016 -PLC collaboration begins in September 2016 3. September 2016 - May 2017 (ongoing): Licensed teachers, Instructional Coaches, administration 4. September 2016 - June 2017: Licensed teachers, administration 5. September 2016 - June 2017: Licensed teachers, Data Learning Strategist, administration 6. September 2016 - June 2017: Licensed teachers, Data Learning Strategist, administration 7. September 2016 - June 2017: Instructional Coaches, learning strategists, licensed teachers, administration 8. June 2017: Administration

N/A

Comments:

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

Comments:





Priority Need/Goal 2:Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in both reading and math.

Root Causes:There is a shift in the ELL population Thomas ES is serving. The school now has the largest concentration of refugee newcomer students of all Clark County schools. Where historically, most second-language students were Hispanic and a number of staff members could communicate with them, now many of the students speak other languages. Additionally, attendance and transiency rates have had an impact on student performance in both reading and math, causing further widening of the achievement gap for many of our students. Student selections for interventions were based on overall need, without specific regard to ethnic/racial subgroup. Limited considerations were used in determining strategies which could be used for targeted support of each group. Increasing numbers of Refugee students has increased need for ELL based support. Attendance issues were of concern and a need to limit the number of truant students to prevent further widening of the gap.

Measurable Objective 1:Increase the percentage of 3rd grade ELs who are on or above grade level in reading, as measured by end of year assessments, from 23% to 38% by June 2017.

Measurable Objective 2:Increase the percentage of K-2 ELs who are on or above grade level in reading, as measured by i-Ready, from 3% September 2016 to 25% by May 2017.

Measurable Objective 3:Increase the percent of ELs meeting AGP, as measured by ELPA, from 54.7% to 69.7% by June 2017.

Measurable Objective 4:Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 42% to 37% by 2017 as measured by state assessments.

Measurable Objective 5:Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 43% to 38% by 2017 as measured by state assessments.

Monitoring Status

N/A





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

step is in progress or has occurred.

List Timeline, Benchmarks,

and Position Responsible

Monitoring

Status

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



Action steps related to professional development include: 1. Participate in implementation of districtwide ELL plan as a Cohort A school. 2. Re-deliver ELL professional development during SBCT sessions and/or through the use of sub release time. 3. Work closely with the ELL Department's refugee liaison to learn how to better work with refugee newcomer students. 4. Provide professional development for staff in i-Ready which includes assessment of skills related to the NVACS in both ELA and Mathematics, as well as differentiated learning paths for students. 5. Provide job-embedded professional development to licensed staff via collaboration with instructional coaches. Focus areas include the five essential elements of reading instruction, increased understanding of the NVACS for ELA and mathematics, differentiated instruction, and effective use of the new core reading and mathematics programs.

The following resources are needed in order to accomplish the listed actions steps: 1. SSA, ELL staff, Cohort A presentation and participant materials 2.SSA, Cohort A presentation and participant materials, ELL funding for extra-duty pay 3. ELL Department refugee liaison, schedule for classroom walks, no additional funding needed 4. i-Ready trainer, i-Ready training materials, computers, access to web-based content 5. Read by Three Strategist funded by Zoom, Instructional Coach learning strategist funded through Title I, instructional materials aligned to coaching efforts funded through Thomas ES General Budget

Evidence of progress toward accomplishing each of the identified actions steps are as follows: 1. Sign-in sheets from district professional development and/or Pathlore transcripts for administrators and SSA, agendas and notes from instructional rounds, ELL Cohort A training materials. 2. Agendas and sign-in sheets from weekly SBCT meetings, evaluations 3. Notes from classroom walk-throughs conducted by refugee liaison, email communication, phone logs 4. i-Ready training agenda and sign-in sheets 5. Weekly coaches' reports; detailed and individual coaches' logs

The timeline and responsible parties are as follows: 1. August 2016 - May 2017: SSA, ELL Department, administration 2. August 2016 - May 2017: SSA, administration 3. August 2016 - May 2017: ELL Department refugee liaisons, licensed teachers, administration 4. August 2016: Assistant Principal 5. August 2016 - May 2017: Ready by Three strategist, instructional coach strategist, administration

N/A

Comments:

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

Responsible

Monitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators:



In order to increase family engagement related to the goal of decreasing the achievement gaps, action steps are as follows: 1. Conduct literacy Zoom Family Nights twice yearly after school and Family Math Nights twice yearly. 2. Schedule and implement weekly parent workshops to take place immediately after student drop off on Thursday mornings. Sessions will be targeted to the parents of identified grade levels. The workshops will include instruction on specific literacy and math strategies that parents can use with their child to improve reading, writing, and math skills. During the workshop, parents will work with their child implementing the learned strategy to increase the likelihood that they will continue to use the strategy in the home setting. 3. Continue with implementation of Snack Time with Books program once monthly. 4. Continue to offer additional parent workshops on literacy and math topics as well as increase English proficiency for parents through the FACES Parent Center. 5. Implement the Truancy Diversion Program (TDP) with students who have negative attendance patterns.

The following resources are needed in order to accomplish the listed action steps: 1. Family Engagement liaison assigned by school, licensed teachers, professional development for liaison, Zoom Family Night materials, Math Night materials, facility space, translating equipment, Zoom funding, Title I funding, Thomas ES General Budget funding 2. Title I learning strategist, licensed teacher, various instructional materials, students, facility space, translation equipment, refreshments, Title I funding, Thomas ES General Budget, and approved SGF funding 3. Librarian, Spread the Word Nevada facilitator, presentation, computer/projector/speakers, multi-purpose room, books, snacks, funding support from Spread the Word Nevada 4. FACES project facilitator and aide, computers, Rosetta Stone software, various community organization speakers/presenters, facility space for Family Center and workshops, Title I funding 5. Court advocate, Counselor, student attendance records, incentives, facility space for meeting with families, progress reports from classroom teachers, NEED FUNDING SOURCE HERE - WHO IS FUNDING?

Evidence of progress toward accomplishing each of the identified action steps are as follows: 1. Event flyers; ParentLink communications; parent sign-in sheets and evaluations; photographs 2. Event flyers; ParentLink communications; parent sign-in sheets; translated resources 3. Event flyers; ParentLink communications; email communication between school and organization; monthly data reports from organization 4. Event flyers; ParentLink communications; FACES monthly calendar; parent sign-in sheets 5. Family enrollment records of TDP participants; program progress reports; student attendance records

The timeline and responsible parties are as follows: 1. October 2016 and March 2017: Title I Learning Strategist (Family Engagement Liaison) in collaboration with PZ 5 personnel, Family Engagement Action Team members, licensed teachers and support staff, office aide, administration 2. November 2016 - May 2017 (ongoing): Title I Learning Strategist, various licensed teachers from identified grade levels, office aide 3. September 2016 - May 2017 (monthly): Librarian, office aide, administration 4. September 2016 - May 2017 (ongoing): FACES project facilitator and aide, Title I office, administration 5. September 2016 - June 2017: Counselor, administration, classroom teachers

N/A

Comments:

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



Action steps related to curriculum, instruction, and assessment follow: 1. Licensed teachers and Certified Temporary Tutors (CTTs) will provide Tier 2 literacy instruction to identified students who are below grade level according to AIMSweb and i-Ready screening measures. Some students will receive intervention services through the Zoom Reading Center.The intervention block will take place from 25-30 minutes daily and is in addition to Tier I core instruction. 2. Title I learning strategists will provide Tier 2 instruction for mathematics to identified students who are below grade level according to AIMSweb screening measures. The intervention block will be scheduled to align with the small-group differentiated instruction portion of the reading block. 3. CTTs will work specifically with ELL students. One of the CTTs will work with identified groups of ELL students to improve their writing skills, while the other CTT will work specifically with refugee students to increase their oral vocabulary. 4. Grade level teachers will collaborate during established weekly PLC times to increase student proficiency in literacy. PLC meetings will be focused on standards that students historically struggle with mastering, are complex in nature, and are more challenging for teachers to provide instruction in. 5. Grade levels will begin to develop common grade-level assessments that address both the intent and rigor of the standard being addressed during PLC meetings, including standards related to their identified Student Learning Goal (SLG). 6. Teachers will write quality lesson plans in reading and math which utilize the Literacy Instruction Framework, Number Talks, and the new ReadyGEN and enVision 2.0 curriculum, making enhancements and supplementing the program as needed. 7. Teachers will provide time for students to access their i-Ready learning paths in reading and math throughout the day. 8. Staff will utilize the Response to Instruction (RTI) model to track the achievement levels of students. Below grade level students will be monitored with AIMSweb progress monitoring tools, i-Ready growth monitoring, CORE Phonics Survey, and an i-Ready Response to Instruction report. 9. Instructional coaches and learning strategists will support teachers in implementing effective instructional strategies, collecting meaningful data, and developing valid, common assessments. 10. Participate in ELL instructional rounds and incorporate feedback from the rounds into instruction. 11. Analyze common schoolwide data in Structured Teacher Planning Time (STPT) meetings to determine whether instructional changes are needed for various subgroups. 12. The school will extend the school year with implementation of the Zoom Summer Academy, providing students with additional instruction for literacy.

The following resources are needed in order to accomplish the listed action steps: 1. Licensed teachers, CTTs, Data Learning Strategist, 30-minute intervention block, Read Well teacher and student materials, Voyager Passport teacher and student materials, ELL funding, Title I funding, Thomas ES General Budget funding 2. Title I learning strategists, AIMSweb screening measures, various mathematics manipulatives and resources, Title I funding 3. ELL Proposal for funding, CTTs, WIDA data, intervention and/or writing schedule, writing and vocabulary materials, ELL funding 4. Schedule of common prep time, NVACS, no additional funding needed 5. Schedule of common prep time, SLGs, NVACS, no additional funding needed 6. Administration, Literacy Instruction Framework document, Number Talk books, lesson plan checklist, lesson plans, ReadyGEN and enVision 2.0 curriculum, Curriculum Engine, no additional funding needed 7. i-Ready web-based access, computers, headphones, instructional schedule, Zoom funding 8. Data Learning Strategist, AIMSweb progress monitoring tools, AIMSweb reports, i-Ready, CORE Phonics Survey, progress monitoring schedules, Title I funding 9. Read by Three strategist, Instructional Coach Learning Strategist, various sources of data (e.g., AIMSweb, CORE Phonics Survey, i-Ready), Zoom funding, Title I funding, Thomas General Budget funding 10. ELL Department personnel, Thomas ES instructional schedule, no additional funding needed 11. Data learning strategist, instructional coaches, data reports from i-Ready and AIMSweb, mandatory prep periods, Zoom funding 12. Licensed teachers, office personnel, support staff, administration, Zoom Summer Academy curriculum and resources, Zoom funding

Evidence of progress toward accomplishing each of the identified actions steps are as follows: 1. Thomas ES instructional schedule, CTT schedule, CTT timesheets, student grouping records, administrator observations during intervention block, written feedback on observations 2. Thomas ES instructional schedule, learning strategist intervention schedule, administrator observation and feedback 3. Thomas ES instructional schedule, CTT schedule, CTT timesheets, student writing samples, teacher observation of refugee progress 4. PLC agendas and minutes, administrator notes from PLC meetings, email communication between PLC facilitators and grade-level colleagues, student work/assessment samples 5. Student learning goals, common-grade level assessment artifacts 6. Teacher lesson plans, lesson plan checklist, written feedback to teachers on lesson plans 7. i-Ready usage reports, lesson plans 8. RTI student records, AIMSweb progress monitoring schedules, AIMSweb progress monitoring reports; i-Ready growth monitoring reports 9. Weekly coaches' reports; detailed and individual coaches' logs, email communication from data learning strategist, agendas and/or meeting minutes 10. Agenda, observation notes, debrief notes and recommendations 11. Agendas, meeting minutes, schoolwide newsletter/calendar 12. Flyers, student enrollment lists, Zoom summer curriculum, i-Ready data reports

1. October 2016 - May 2017 (ongoing): Data Learning Strategist, administration, office manager, licensed teachers, and CTTs 2. November 2016 - May 2017 (ongoing): Learning strategists, administration 3. October 2016 - May 2017 (ongoing): Data learning strategist, CTT, administration 4. September 2016 - May 2017: DLearning Strategist, licensed teachers, and administration 5. September 2016 - May 2017 (ongoing): Licensed teachers, Instructional Coaches, administration 6. September 2016 - June 2017: Licensed teachers, administration 7. September 2016 - June 2017: Licensed teachers, Data Learning Strategist, administration 8. September 2016 - June 2017: Licensed teachers, Data Learning Strategist, administration 9. September 2016 - June 2017: Instructional Coaches, learning strategists, licensed teachers, administration 10. Quarterly instructional rounds: administration 11. January/February 2017 and May 2017: Data learning strategists, grade level teachers, instructional coaches, administration 12. June 2017: Administration

N/A

Comments:



2.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: Continue to increase the quality and effectiveness of PLC meetings to focus on achievement for all students.

Licensed teachers, common prep schedule, NVACS

PLC meeting agendas, meeting minutes, Email communication from PLC facilitator and/or participants, administrator observation notes, student data outcomes

Weekly: Grade-Level chair and/or PLC facilitator, administration

N/A

Comments:





Priority Need/Goal 3:Increase the percentage of school-based personnel trained in cultural competency.

Root Causes:There is a need for training in the area of cultural competency as evidenced by the District student achievement gap data. Also noted that there was a need to develop best practices and skills to promote positive interactions between staff, students, community members, and families.

Measurable Objective 1:The school will participate in the process of implementing the Leader in Me philosophy based on Stephen Covey's work related to the habits of highly effective people.

Measurable Objective 2:The staff will participate in the Cohort A ELL training to meet the needs of the diverse student population.

Monitoring Status

N/A





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

step is in progress or has occurred.

List Timeline, Benchmarks,

and Position Responsible

Monitoring

Status

3.1 Professional Development (Required) Continuation From Last Year: NCCAT-S Indicators: 1. Staff will receive additional information and training during bi-weekly staff meetings. 2. A Student Success Advocate will be identified to ensure training provided from the ELL department is disseminated among the staff.

1. Leader In Me lead team members, various Leader In Me resources, Thomas ES General Budget 2. SSA, presentation materials, ELL funding

1. Staff sign-in sheets, training agendas, Leader In Me resources 2. Agenda meeting notes, presentation materials, sign-in sheets

1. November 2016 - May 2017: Leader In Me lead team, AP 2. August 2016 - May 2017: SSA, Administration

N/A

Comments:



Action StepResources and Amount

NeededList Artifacts/Evidence Timeline and Position Responsible Monitoring Status

3.2 Family Engagement (Optional) Continuation From Last Year: No NCCAT-S Indicators: Utilize students in leadership roles based on the principles of the Leader in Me at Family Nights

Students, licensed teachers

Flyers, photographs, administrator observations

October & November 2016; February & March 2017: Title I Learning Strategist, licensed teachers, administration

N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Optional)Continuation From

Last Year: NoNCCAT-S Indicators:

A Leader in Me lead team will collaborate to implement effective strategies to enhance productive skills of students. The lead team will implement the principles of the Leader In Me and share the strategies among the community.

Lead team members, licensed teachers, students, Leader In Me books, Leader In Me symposium training materials, and other internet-based resources, SGF funding and funding from community sponsors

Agenda, notes, lesson plans, classroom observations

September 2016 - May 2017: lead team, licensed teachers, administration

N/A

Comments:

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

Comments:



COMPONENT III: Budget Plan

COORDINATION OF FUNDS TO SUPPORT THE PLAN WITH OTHER PROGRAMS: Provide the sources of funds your school is currently receiving and identify the purposes for which those funds are

spent. Sources of funds may include General Budget, Title I , Title II, Title III, Migrant, Immigrant, Neglected & Delinquent, 21st Century After School Programs, Gear Up, IDEA, McKinney-Vento/Homeless, Head Start, state-funded Pre-Kindergarten, Teacher Incentive Fund, Striving Readers, and other state/federal funds.

Source of Funds

applicable to Priority

Need/Goal

Amount Received for

this School Year

Purposes for which funds are used (include targeted audience, specific activities, intended outcomes,

etc.)

Applicable

Goal(s)

16-17 Title I & Parent Involvement Set-Aside $302,100.00

Three learning strategists; Four Certified Temporary Tutors for interventions; extra-duty pay for lead team collaboration; Type to Learn software; substitutes for teacher collaboration; 14 computer desktops; interpreting system

Goals 1 and 2

Zoom $25 million total funding for all Zoom schools

Funding will provide for Pre-K half days, 4 days per week; Full-Day Kindergarten; Reading Skills Center; Summer Academy Intersession, Professional Development; Recruitment/Retention Initiatives; and Family Engagement Opportunities. The intended outcome is to raise students' WIDA scores and academic achievement.

Goals 1, 2 and 3

Title III $11,660.00To raise students' WIDA scores, particularly in the area of writing by providing a CTT who will work with small groups of identified students who scored in Levels 1-4 of the 2016 WIDA assessment. It is expected that improved written expression will have an impact on students' ability to read and comprehend.

Goals 1, 2 and 3



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.Effective, highly-qualified teachers are identified through district and site-based resources. Often, teachers are groomed from within by serving in other school-based positions first. For example, some of the current teachers were previously CTTs while they finished earning their degrees. Others served in long-term substitute positions or were hosted as ARL students prior to taking full-time teaching positions on staff. Current staff members also encourage potential candidates to apply for positions at Thomas ES. A new teacher support system is used to attract, develop, and retain staff. New teachers receive an on-site mentor to support them in learning about the day-to-day operations, procedures, and structures of the school. In addition, learning strategists provide instructional coaching, assistance with data tracking, RTI support, and more. Finally, opportunities exist for teachers to earn additional funds through after school grade-level collaboration and training; and school events and functions help teachers build relationships with each other beyond work.

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.The FACES Family Center is located on campus and offers a multitude of services to families, including, but not limited to adult computer classes, English classes offered through Rosetta Stone, parenting classes, curricular support materials, etc. Families and students from preschool to high school are offered academics and community resources in both English and Spanish. Numerous other opportunities for families to engage in the Thomas community include participation in monthly School Organizational Team (SOT) meetings, Snack Time with Books, Green Our Planet chef visits, weekly parent workshops, and school and PTA events such as game and movie nights. In addition, parents are able to access information related to student grades and attendance through the Infinite Campus Parent Portal. Parents are strongly encouraged to volunteer their time in the classroom assisting teachers, or in other areas across campus such as the lunchroom.

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.).In the spring, pre-kindergarten students and families tour existing kindergarten teachers. They meet the kindergarten teachers and attend an orientation. In fifth grade, classes are departmentalized to help students become familiar with having different teachers for different subject areas, as well as learning how to move between classrooms. Fifth-grade students take a tour of the middle school which helps them learn what to expect as they move into the secondary level. The middle school principal and counselors also visit the fifth-grade classes to familiarize them with scheduling of classes as well as other necessary information they need to know. Fifth graders also are encouraged to participate in District magnet programs through assemblies and information distributed on campus.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.The administration, teaching staff, and other site-based leaders met to determine which assessments to utilize for various purposes. For example, it was decided that a universal screening tool was important for determining which students were either on-track for success or at-risk for failure, so AIMSweb was identified as an appropriate tool. In order to monitor student progress, the school also uses the Kindergarten Zoom Assessment and i-Ready in addition to AIMSweb. Summative data is provided by the Smarter Balanced Assessment, while WIDA assesses the language proficiency level of our ELL students. The RTI process uses all of these tools to determine whether students are making appropriate progress. Finally, formative assessment data is collected through common, grade-level assessments developed through PLC meetings. .

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsA variety of resources and services are coordinated to promote school improvement and student achievement. The Instructional Design and Professional Learning Division provides Read By Three literacy training to a lead team of teachers, so that they can then re-deliver the information to the staff for implementation purposes. The Zoom initiative supplies additional literacy support in the form of early childhood programs, a Reading Center which supports vocabulary and literacy development, and extension of the school year with Zoom Summer Academy. This year, a Social Worker grant provided a full-time Safe School Professional (SSP) to assist in providing additional supports to students and families. The SPP works in close relationship with the school counselor to meet the behavioral needs of students and any other familial needs that occur. In addition, Hope Squared funds a social worker one day per week to extend the family support the school is able to offer. The District's FACES program supports families in integrating into the school setting and learning how to navigate the educational system. They provide educational supports in the form of English online classwork, parenting classes, and more. The school participates in the Truancy Diversion Program to support families of students who have been identified with attendance challenges. Currently, Thomas ES receives a great deal of support from the ELL Department due to the large number of refugee students on campus, as well as their participation in the Cohort A group. Title I continues to provide support via funding for additional staff members, intervention supports, computer resources, family resources, and more.



APPENDIX A - Professional Development Plan

1.1Professional Development Action Steps include: 1. Provide professional development for staff in the new English language arts curriculum called ReadyGEN. 2. Provide professional development for staff in i-Ready which includes assessment of skills related to NVACS, as well as differentiated learning paths for students. 3. Provide staff with an opportunity to take Explicit Phonics, a class designed to build teacher knowledge of phonics and various blending techniques. 4. Deliver Read by Three district-level professional development to all licensed staff during weekly Site-Based Collaboration Time (SBCT) meetings. 5. Redeliver district-level professional development targeted at improving outcomes for ELL students during weekly SBCT meetings. 6. Provide job-embedded professional development to licensed staff via collaboration with instructional coaches. Focus areas include the five essential elements of reading instruction, increased understanding of the NVACS for ELA, differentiated instruction, and effective use of the new core reading program.

Goal 1 Additional PD Action Step (Optional)

2.1Action steps related to professional development include: 1. Participate in implementation of districtwide ELL plan as a Cohort A school. 2. Re-deliver ELL professional development during SBCT sessions and/or through the use of sub release time. 3. Work closely with the ELL Department's refugee liaison to learn how to better work with refugee newcomer students. 4. Provide professional development for staff in i-Ready which includes assessment of skills related to the NVACS in both ELA and Mathematics, as well as differentiated learning paths for students. 5. Provide job-embedded professional development to licensed staff via collaboration with instructional coaches. Focus areas include the five essential elements of reading instruction, increased understanding of the NVACS for ELA and mathematics, differentiated instruction, and effective use of the new core reading and mathematics programs.


3.11. Staff will receive additional information and training during bi-weekly staff meetings. 2. A Student Success Advocate will be identified to ensure training provided from the ELL department is disseminated among the staff.




APPENDIX B - Family Engagement Plan

1.2In order to increase family engagement related to the goal of increased literacy proficiency, action steps are as follows: 1. Conduct literacy Zoom Family Nights twice yearly after school. 2. Schedule and implement weekly parent workshops to take place immediately after student drop off on Thursday mornings. Sessions will be targeted to the parents of identified grade levels. The workshops will include instruction on specific literacy strategies that parents can use with their child to improve reading and writing skills. During the workshop, parents will work with their child implementing the learned strategy to increase the likelihood that they will continue to use the strategy in the home setting. 3. Continue with implementation of Snack Time with Books program once monthly. 4. Continue to offer additional parent workshops on literacy topics as well as increase English proficiency for parents through the FACES Parent Center.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2In order to increase family engagement related to the goal of decreasing the achievement gaps, action steps are as follows: 1. Conduct literacy Zoom Family Nights twice yearly after school and Family Math Nights twice yearly. 2. Schedule and implement weekly parent workshops to take place immediately after student drop off on Thursday mornings. Sessions will be targeted to the parents of identified grade levels. The workshops will include instruction on specific literacy and math strategies that parents can use with their child to improve reading, writing, and math skills. During the workshop, parents will work with their child implementing the learned strategy to increase the likelihood that they will continue to use the strategy in the home setting. 3. Continue with implementation of Snack Time with Books program once monthly. 4. Continue to offer additional parent workshops on literacy and math topics as well as increase English proficiency for parents through the FACES Parent Center. 5. Implement the Truancy Diversion Program (TDP) with students who have negative attendance patterns.

Goal 2 Additional Family Engagement Action Step (Optional)6. All classroom teachers will be required to enlist parental volunteers by sending an interest form. 7. Teachers and Title I Facilitator will set a schedule for volunteers. 8. Title I Facilitator provides additional volunteer opportunities at weekly parent workshops.

3.2Utilize students in leadership roles based on the principles of the Leader in Me at Family Nights

Goal 3 Additional Family Engagement Action Step (Optional)



APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase Grade 3 proficiency rates in reading.

Measurable Objective(s):

Increase the percent of 3rd grade students proficient in reading from 23% to 38% as measured by 2017 state assessments.

StatusN/A

Comments:

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

Mid-Year End-of-Year

1.1

Professional Development Action Steps include: 1. Provide professional development for staff in the new English language arts curriculum called ReadyGEN. 2. Provide professional development for staff in i-Ready which includes assessment of skills related to NVACS, as well as differentiated learning paths for students. 3. Provide staff with an opportunity to take Explicit Phonics, a class designed to build teacher knowledge of phonics and various blending techniques. 4. Deliver Read by Three district-level professional development to all licensed staff during weekly Site-Based Collaboration Time (SBCT) meetings. 5. Redeliver district-level professional development targeted at improving outcomes for ELL students during weekly SBCT meetings. 6. Provide job-embedded professional development to licensed staff via collaboration with instructional coaches. Focus areas include the five essential elements of reading instruction, increased understanding of the NVACS for ELA, differentiated instruction, and effective use of the new core reading program.

N/A

Progress

Barriers

Next Steps



1.2

In order to increase family engagement related to the goal of increased literacy proficiency, action steps are as follows: 1. Conduct literacy Zoom Family Nights twice yearly after school. 2. Schedule and implement weekly parent workshops to take place immediately after student drop off on Thursday mornings. Sessions will be targeted to the parents of identified grade levels. The workshops will include instruction on specific literacy strategies that parents can use with their child to improve reading and writing skills. During the workshop, parents will work with their child implementing the learned strategy to increase the likelihood that they will continue to use the strategy in the home setting. 3. Continue with implementation of Snack Time with Books program once monthly. 4. Continue to offer additional parent workshops on literacy topics as well as increase English proficiency for parents through the FACES Parent Center.

N/A

Progress

Barriers

Next Steps

1.3

Action steps related to curriculum, instruction, and assessment follow: 1. Licensed teachers and Certified Temporary Tutors (CTTs) will provide Tier 2 literacy instruction to identified students who are below grade level according to AIMSweb and i-Ready screening measures. Some students will receive intervention services through the Zoom Reading Center.The intervention block will take place from 25-30 minutes daily and is in addition to Tier I core instruction. 2. Grade level teachers will collaborate during established weekly PLC times to increase student proficiency in literacy. PLC meetings will be focused on standards that students historically struggle with mastering, are complex in nature, and that are more challenging for teachers to provide instruction in. 3. Grade levels will begin to develop common grade-level assessments that address both the intent and rigor of the standard being addressed during PLC meetings, including standards related to their identified Student Learning Goal (SLG). 4. Teachers will improve the quality of their lesson plans in reading by utilizing the Literacy Instruction Framework and the new ReadyGEN curriculum, making enhancements and supplementing the program as needed. 5. Teachers will provide time for students to access their i-Ready learning path during the differentiated instruction portion of the reading block. Other opportunities will be provided at the teacher's discretion when other key instruction will not be missed. 6. Staff will utilize the Response to Instruction (RTI) model to track the achievement levels of students. Below grade level students will be monitored with AIMSweb progress monitoring tools and i-Ready growth monitoring check on a monthly or biweekly basis, based on established monitoring schedules. 7. Instructional coaches and learning strategists will support teachers in implementing effective instructional strategies, collecting meaningful data, and developing valid, common assessments. 8. The school will extend the school year with implementation of the Zoom Summer Academy, providing students with additional instruction for literacy.

N/A

Progress

Barriers

Next Steps

1.4 N/A



Progress

BarriersNext Steps




Priority Need/Goal 2Priority Need/Goal 2:Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in both reading and math.


Increase the percentage of 3rd grade ELs who are on or above grade level in reading, as measured by end of year assessments, from 23% to 38% by June 2017.Increase the percentage of K-2 ELs who are on or above grade level in reading, as measured by i-Ready, from 3% September 2016 to 25% by May 2017.Increase the percent of ELs meeting AGP, as measured by ELPA, from 54.7% to 69.7% by June 2017.Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 42% to 37% by 2017 as measured by state assessments.Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 43% to 38% by 2017 as measured by state assessments.

StatusN/A

Comments:



2.1

Action steps related to professional development include: 1. Participate in implementation of districtwide ELL plan as a Cohort A school. 2. Re-deliver ELL professional development during SBCT sessions and/or through the use of sub release time. 3. Work closely with the ELL Department's refugee liaison to learn how to better work with refugee newcomer students. 4. Provide professional development for staff in i-Ready which includes assessment of skills related to the NVACS in both ELA and Mathematics, as well as differentiated learning paths for students. 5. Provide job-embedded professional development to licensed staff via collaboration with instructional coaches. Focus areas include the five essential elements of reading instruction, increased understanding of the NVACS for ELA and mathematics, differentiated instruction, and effective use of the new core reading and mathematics programs.

Progress

Barriers



Next Steps

2.2

In order to increase family engagement related to the goal of decreasing the achievement gaps, action steps are as follows: 1. Conduct literacy Zoom Family Nights twice yearly after school and Family Math Nights twice yearly. 2. Schedule and implement weekly parent workshops to take place immediately after student drop off on Thursday mornings. Sessions will be targeted to the parents of identified grade levels. The workshops will include instruction on specific literacy and math strategies that parents can use with their child to improve reading, writing, and math skills. During the workshop, parents will work with their child implementing the learned strategy to increase the likelihood that they will continue to use the strategy in the home setting. 3. Continue with implementation of Snack Time with Books program once monthly. 4. Continue to offer additional parent workshops on literacy and math topics as well as increase English proficiency for parents through the FACES Parent Center. 5. Implement the Truancy Diversion Program (TDP) with students who have negative attendance patterns.

Progress

Barriers

Next Steps

2.3

Action steps related to curriculum, instruction, and assessment follow: 1. Licensed teachers and Certified Temporary Tutors (CTTs) will provide Tier 2 literacy instruction to identified students who are below grade level according to AIMSweb and i-Ready screening measures. Some students will receive intervention services through the Zoom Reading Center.The intervention block will take place from 25-30 minutes daily and is in addition to Tier I core instruction. 2. Title I learning strategists will provide Tier 2 instruction for mathematics to identified students who are below grade level according to AIMSweb screening measures. The intervention block will be scheduled to align with the small-group differentiated instruction portion of the reading block. 3. CTTs will work specifically with ELL students. One of the CTTs will work with identified groups of ELL students to improve their writing skills, while the other CTT will work specifically with refugee students to increase their oral vocabulary. 4. Grade level teachers will collaborate during established weekly PLC times to increase student proficiency in literacy. PLC meetings will be focused on standards that students historically struggle with mastering, are complex in nature, and are more challenging for teachers to provide instruction in. 5. Grade levels will begin to develop common grade-level assessments that address both the intent and rigor of the standard being addressed during PLC meetings, including standards related to their identified Student Learning Goal (SLG). 6. Teachers will write quality lesson plans in reading and math which utilize the Literacy Instruction Framework, Number Talks, and the new ReadyGEN and enVision 2.0 curriculum, making enhancements and supplementing the program as needed. 7. Teachers will provide time for students to access their i-Ready learning paths in reading and math throughout the day. 8. Staff will utilize the Response to Instruction (RTI) model to track the achievement levels of students. Below grade level students will be monitored with AIMSweb progress monitoring tools, i-Ready growth monitoring, CORE Phonics Survey, and an i-Ready Response to Instruction report. 9. Instructional coaches and learning strategists will support teachers in implementing effective instructional strategies, collecting meaningful data, and developing valid, common assessments. 10. Participate in ELL instructional rounds and incorporate feedback from the rounds into instruction. 11. Analyze common schoolwide data in Structured Teacher Planning Time (STPT) meetings to determine whether instructional changes are needed for various subgroups. 12. The school will extend the school year with implementation of the Zoom Summer Academy, providing students with additional instruction for literacy.

Progress



Barriers

Next Steps

2.4 Continue to increase the quality and effectiveness of PLC meetings to focus on achievement for all students.

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:Increase the percentage of school-based personnel trained in cultural competency.


The school will participate in the process of implementing the Leader in Me philosophy based on Stephen Covey's work related to the habits of highly effective people.The staff will participate in the Cohort A ELL training to meet the needs of the diverse student population.

StatusN/A

Comments:



3.1 1. Staff will receive additional information and training during bi-weekly staff meetings. 2. A Student Success Advocate will be identified to ensure training provided from the ELL department is disseminated among the staff.

Progress

Barriers

Next Steps

3.2 Utilize students in leadership roles based on the principles of the Leader in Me at Family Nights

Progress



Barriers

Next Steps

3.3 A Leader in Me lead team will collaborate to implement effective strategies to enhance productive skills of students. The lead team will implement the principles of the Leader In Me and share the strategies among the community.

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps



Documents

School Performance Planccsd.net/schools/school-performance-plans/pdfs/... · Overall from 2014-2015 to 2016-2017, the percentage of LEP has increased 2.34% from 44.31% to 46.65%