School Performance Plan - Clark County School … Performance Plan ... Deanna Bottrell Fourth Grade Teacher Brandi Cuti Counselor ... Summary Statement:

School Performance Plan

School NameCulley, Paul E ES

Address (City, State, Zip Code, Telephone):1200 N Mallard St

Las Vegas, NV 89108-1517, (702) 799-4800

Superintendent/Assistant Chief: Pat Skorkowsky / Kaweeda Adams

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Elementary

Classification: 3 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 PositionPedro Venegas Parent Ellen Stayman PrincipalCharles Baggs Assistant Principal Yvonne Percell Learning Strategist/Instructional CoachMelissa Kendall Second Grade Teacher Kathy Roberts Third Grade TeacherDeanna Bottrell Fourth Grade Teacher Brandi Cuti CounselorCandie Magnus Office Manager Linda Garber Kindergarten TeacherMalynda Riles First Grade Teacher Karoline Khamis Fifth Grade TeacherDolly Rowan KIDS Teacher Allison Radke Resource Teacher

Nevada Department of Education Culley, Paul E ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/20/2016 Page 1 Nevada Department of Education - June 2016

Tammy Morris First Grade Teacher David Root Third Grade Teacher



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) AMAOs/ELPA Analysis Teacher/Administrator Observation DataStatewide Assessments Comparison of ELPA with other Assessments Nevada School Performance Framework (NSPF)Interim Assessments Achievement Gap Data Achievement Gap DataTeacher/Administrator Observation Data Nevada School Performance Framework (NSPF) Nevada Alternate Assessment (NAA)Summative Assessments Content/ESL Staffing and Professional Development Availability of Curriculum for IEP StudentsOther: Scholastic Reading Inventory Other: WIDA Other: AIMSwebOther: AIMSweb Other: Other: Core Phonics Inventory

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.A review of various school-wide data revealed the following trends:

Reading positives:Our school's overall Hispanic population scores on the SBAC matched the District's average at 37%, whereas other populations were below the District average.

Reading concerns: All grade levels scored below the District average on the SBAC assessment in reading; 3rd: 37% compared to District's 50%; 4th 39% compared to District's 55%; 5th 36% compared to District's 55%.

Math positives:AIMSweb math computation scores showed an 18% increase in student proficiency rates from fall to spring.

Math Concerns:All grade levels scored below the District average on the SBAC assessment in math; 3rd: 26% compared to District's 48%; 4th 18% compared to District's 45%; 5th 11% compared to District's 35%.



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:Lack of consistent and proficient differentiated instruction in reading at Tier 1 and Tier 2 levels. Lack of targeted intervention strategies to meet the needs of each specific intervention group. Lack of skilled parent help at home

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading from 37% to 47% by 2017 as measured by state assessments.

Measurable Objective 2:Increase the percent of 3rd grade students proficient in reading from 31% to 46% as measured by the Scholastic Reading Inventory.

Measurable Objective 3:Increase the number of positive responses from parents on understanding their child's educational expectations on the District Wide Survey from 85% to 95%.

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:



Provide PD on the Daily 5/CAFE framework and NEPF standard 2 to increase teacher capacity to differentiate tiered lessons that are engaging, rigorous, and target individual student goals to meet student needs. Provide PD on using data to track student progress, create flexible strategy groups, and drive instruction. Also provide PD on NEPF standards 3 & 4 to assist teachers in guiding students to monitor their own learning and take appropriate actions to improve their understanding while participating in high level meaning making through discourse.

The Daily 5/CAFE Framework books for all new staff, data binders. Read by 3 strategists, Kagan Cooperative Learning Trainer, English Language Learner Success Advocate, and administrators for Daily 5/CAFE PD and NEPF standards 2, 3 & 4. Sub release days for data analysis. Edivation. Title I Funds (Learning strategist), Read by Grade 3 SB391 funds (sub release), English Language Learner funds for prep buy out

PD agendas and evaluations. PD sign in sheets. Grade level collaboration/data analysis minutes SBCT sign in sheets Read by 3 Literacy plans

Monthly, August - June administration, Read by 3 strategists, and teachers, Kagan trainer, ELL success advocate

N/A

Comments:PD - Professional Development ELL - English Language Learner SBCT - Site Based Collaboration Time

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

Responsible

Monitoring

Status

1.2 Family Engagement (Required)Continuation From Last

Year: YesNCCAT-S Indicators:

Family Literacy program from Public Education program allows for parent and Child Time (PACT) where parents are directly involved for at least 2 hours per week in the classroom with the child, as well as, parent classes on how to teach their child at home. Parent and student classes for new comers to the country. Parent workshops and community connection nights for academic enrichment.

Public Education Foundation funding Title I funds ELL funds Classroom space Classroom teacher Family literacy team of teachers for instruction CSN teacher for English Class

Monthly Calendars, Attendance records, and observation.

Classes are three times a week monitored by the family literacy team, administration,

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Provide PD on NEPF Standards 2, 3 & 4 to enhance quality of differentiated instruction, high levels of discourse, tasks requiring high cognitive demand, and increasing meta cognition.

Copies of NEPF RPDP resources Instructional Rounds Observation PD360 PD360/Edivation Administrators Read by 3 strategists Kagan trainer ELL success advocate SB391 funds ELL funds Title I funds

Student Learning Goals Professional Practice Goals observation notes lesson plans student data assessment data/ data binders PD360/Edivation professional development Instructional Rounds and Instructional Round data will be used to support the implementation of curriculum strategies, next steps, and evidence of progress goals

August - May Administration Asst. Chief Read by 3 Strategists Kagan Coach teachers monthly PD

N/A

Comments:NEPF - Nevada Educator Performance Framework, RPDP - Regional Professional Development Program ELL- English Language Learner PD- Professional Development

1.4 Other (Optional) Continuation From Last Year: Yes NCCAT-S Indicators:



Tier 1, Tier 2 and Tier 3 instructional groups will take place in all grades on a daily basis. Weekly/monthly progress monitoring will be used to track student progress for Tier 1, 2 and Tier 3 students. Collaboration notes will be maintained for all three tiers.

AIMS Web Renaissance Learning STAR Teachers and Strategist team Title One strategists

Lesson Plans Data notebooks/ T2 and T3 Admin observation Instructional rounds data DE assessment SRI data DRA data AIMS web data STAR data Common Assessment Data/Tracking tool PLC notes Tutoring Attendance Sheets

Data notebooks will be kept on all tier 2 and tier 3 students by the strategist team and classroom teachers.

N/A

Comments:




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 ethnic/racial subgroups in both reading and math.

Root Causes:Lack of culturally proficient teaching and proficient differentiated instruction. Based on the 2016 SBAC assessment data in reading the Caucasian subgroup scored 45% (highest performing subgroup), African American subgroup scored 25% (lowest performing subgroup) resulting in an achievement gap of 20%. Based on the 2016 SBAC assessment data in math the Caucasian subgroup scored 26% (highest performing subgroup), African American subgroup scored 6% (lowest performing subgroups) resulting in an achievement gap of 20%.

Measurable Objective 1:Reduce the math and reading proficiency gaps respectively between Culley's highest performing subgroup and lower performing ethnic/racial subgroup 26% to 19% in math and from 45% to 40% in reading as measured by assessments.

Measurable Objective 2:Reduce the reading proficiency gap between the District's highest performing subgroup (71.3%) and lower performing ethnic/racial supergroup (36.87%) from 29.43 (2016) to 19.62 (2017) as measured by state assessments (SBAC).

Measurable Objective 3:Reduce the math proficiency gap between the District's highest performing subgroup (63.16%) and lower performing ethnic/racial supergroup (17.77%) from 39.89 (2016) to 26.6 (2017) as measured by state assessments (SBAC).

Monitoring Status

N/A



Resources and Amount Needed for

Implementation(people, time, materials, funding sources)

List Artifacts/Evidence of

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

has occurred.

List Timeline,

Benchmarks, and

Position Responsible

Monitoring

Status

2.1 Professional Development (Required)Continuation From Last Year:

YesNCCAT-S Indicators:



Provide PD on the Daily 5/CAFE framework and NEPF standard 2 to increase teacher capacity to differentiate tiered lessons that are engaging, rigorous, and target individual student goals. Provide Number Talk model lessons as well as PD in the Eight mathematical practices. Provide Kagan Training to increase lesson engagement. Also provide PD on NEPF standard 4 to assist teachers in guiding students to monitor their own learning and take appropriate actions to improve their understanding.

The Daily 5/CAFE Framework books for all staff, Number Talk books for all staff, Math strategy materials from IDPL, Read by 3 strategists for Daily 5/CAFE PD, NEPF PD and Number Talks, Kagan Coach, Sub release days for collaboration and professional development.

PD agendas and evaluations. PD sign in sheets. Grade level collaboration minutes Instructional Rounds and other observation data

Monthly from Sept. to May Administration, Read by 3 Strategists, and teachers.

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: Families will be encouraged to attend classes to improve their ability to make real life, engaging connections with math and reading in the home environment. Families will be trained on how to use Infinite Campus to monitor student progress.

Family literacy program for families. Title 1 funds to support family nights. Infinite Campus Parent Portal Math.org available to all families Monthly Kid to Kid books and books from Spread the Word Nevada

Family Physical Fitness and Math Night Family Literacy Night Infinite Campus Training sessions Story & Snack (Spread the Word Nevada)

Monthly PEF Literacy team, EL adult teacher, administration, teachers, librarian, and learning strategist, Spread the Word Nevada members

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Continued use of Daily 5/CAFE Framework. Continued use of Number Talk. Embedding the eight mathematical practices and performance based math tasks with embedded high yield engagement strategies. NEPF training.

Daily 5 and CAFE books. Number Talk book. Edivation and NEPF training videos. Curriculum Engine. AIMSWeb, SRI Online, DRA Kits, AR Licenses

Lesson plans, Admin observations, AIMSWeb, SRI, DRA , AR, Interim Assessments for grades 3-5, SBAC data, and Instructional round data. Agendas for training. Instructional Round data will be used to support the implementation of curriculum strategies, next steps, and evidence of progress towards goal

Teachers, admin, strategists Monthly

N/A

Comments:

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

Comments:




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

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

Root Causes:There is a need for training on cultural competency based on CCSD achievement gap data.

Measurable Objective 1:100% of staff will participate in a mandatory cultural competency professional development session during the 2016-2017 school year as measured by sign-in sheets.

Monitoring Status

N/A



Resources and Amount Needed

for Implementation(people, time, materials, funding

sources)

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

action step is in progress or has occurred.

List Timeline, Benchmarks, and Position

Responsible

Monitoring

Status

3.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: All staff will participate in a professional development session provided by the District's Equity and Diversity Department.

Training materials from the Equity and Diversity Department.

Sign-in sheets, Teacher observation data (NEPF)

The principal is responsible for ensuring this action step takes place during one of the four districtwide staff development days.

N/A

Comments:

Action StepResources and

Amount NeededList Artifacts/Evidence

Timeline and Position

ResponsibleMonitoring Status



3.2 Family Engagement (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: Parent training on Be Kind Program and Class Meetings. Parent support of monthly Literary League and Cougar of the Month activities. Parent participation in community connection nights.

Sign in sheets at training and activities. parent evaluations of programs and activities

August through May N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Optional) Continuation From Last Year: NCCAT-S Indicators: N/A

Comments:

3.4 Other (Optional)Continuation From Last

Year: NCCAT-S Indicators:

Kagan training on high yield instructional strategies for all staff. Class Meeting training for all staff. School wide implementation of Be Kind program. School wide implementation of the Sanford Harmony Curriculum

Kagan books Sanford harmony toolkits Kagan coach Class meeting mentor teacher Monthly Counseling lessons

Teacher sign in sheets Class Meeting Logs Lesson Plans

August thru May Admin Kagan coach All Teachers Counselor

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)

Family Literacy Grant from Public Education Foundation

Money is held at Public Education Foundation Provides a teacher for Family Literacy Program Goals 1, 2 and 3

Title 1 288,420Learning strategists for reading and math,

Professional development,Parent Training

Goals 1 and 2

ELL Funds $11,873 Provide PD for teachers Family engagement for new to country students

Goals 1, 2 and 3

SB391 Funds $78, 462

PD for teachers

Purchase of DRA Kits

Purchase of SubstitutesPurchase of training materials

Goals 1 and 2



COMPONENT IV: REQUIRED ELEMENTS FOR TITLE I SCHOOLS:

Title I Schools operating a Schoolwide Program must complete Items 1 through 5 on this page.

1. Describe the school's strategies to attract effective, highly-qualified teachers to your school.Being an innovative school, teachers have input in how the flexible budget is allocated through the school's empowerment team. Teachers are paired with mentors, and are provided quality staff development, and collaboration opportunities.

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.We have community connection nights for math, reading, science and fine arts. We have a family literacy program funded by the Public Education Foundation where parents meet twice a week for courses that help them understand the curriculum of their children. We also have ESL classes.

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.).Transitions are conducted through meetings with teachers and parents to discuss education plans and support to ensure success for Special Ed. Pre-K student. Fifth grade assemblies are held to provide students information about magnet schools and elective choices for moving on to middle school.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Teachers meet every six weeks to review progress of all tier 1, 2 and tier 3 students based upon AIMSWeb data and STAR assessment data; grade levels collaboratively meet and design common assessments based upon the NVACS.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsAll federal, state, and local laws and policies have been followed in the creation of the school improvement plan. School Governance structure allows for any possible discrepancy to be dealt with immediately in order to maintain compliance. Monies from the PEF have been used to provide classes for parents, Title I, SB391 Funds, ELL Funds, and flex budget monies are used to purchase strategists and to support tier 2 & 3 instruction in reading and math, as well as Professional development.



APPENDIX A - Professional Development Plan

1.1Provide PD on the Daily 5/CAFE framework and NEPF standard 2 to increase teacher capacity to differentiate tiered lessons that are engaging, rigorous, and target individual student goals to meet student needs. Provide PD on using data to track student progress, create flexible strategy groups, and drive instruction. Also provide PD on NEPF standards 3 & 4 to assist teachers in guiding students to monitor their own learning and take appropriate actions to improve their understanding while participating in high level meaning making through discourse.

Goal 1 Additional PD Action Step (Optional)Instructional Rounds and Instructional Round data will be used to support PD implementation, next steps, and evidence of progress toward the identified goal. Site Based Collaboration Time National Board Certification Collaborative Cohort

2.1Provide PD on the Daily 5/CAFE framework and NEPF standard 2 to increase teacher capacity to differentiate tiered lessons that are engaging, rigorous, and target individual student goals. Provide Number Talk model lessons as well as PD in the Eight mathematical practices. Provide Kagan Training to increase lesson engagement. Also provide PD on NEPF standard 4 to assist teachers in guiding students to monitor their own learning and take appropriate actions to improve their understanding.

Goal 2 Additional PD Action Step (Optional)Kagan structure of the month focus

3.1All staff will participate in a professional development session provided by the District's Equity and Diversity Department.

Goal 3 Additional PD Action Step (Optional)



APPENDIX B - Family Engagement Plan

1.2Family Literacy program from Public Education program allows for parent and Child Time (PACT) where parents are directly involved for at least 2 hours per week in the classroom with the child, as well as, parent classes on how to teach their child at home. Parent and student classes for new comers to the country. Parent workshops and community connection nights for academic enrichment.

Goal 1 Additional Family Engagement Action Step (Optional)Family Literacy Plan team meetings and implementation of weekly lessons

2.2Families will be encouraged to attend classes to improve their ability to make real life, engaging connections with math and reading in the home environment. Families will be trained on how to use Infinite Campus to monitor student progress.

Goal 2 Additional Family Engagement Action Step (Optional)Parent volunteers will be trained to assist students in the classroom with sight words, reading fluency, reading comprehension, and math facts to strengthen tier I instruction.

3.2Parent training on Be Kind Program and Class Meetings. Parent support of monthly Literary League and Cougar of the Month activities. Parent participation in community connection 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 37% to 47% by 2017 as measured by state assessments.Increase the percent of 3rd grade students proficient in reading from 31% to 46% as measured by the Scholastic Reading Inventory.Increase the number of positive responses from parents on understanding their child's educational expectations on the District Wide Survey from 85% to 95%.

StatusN/A

Comments:

1.1 Professional Development: PD - Professional Development ELL - English Language Learner SBCT - Site Based Collaboration Time1.2 Family Engagement:1.3 Curriculum/Instruction/Assessment: NEPF - Nevada Educator Performance Framework, RPDP - Regional Professional Development Program ELL- English Language Learner PD- Professional Development1.4 Other:

Mid-Year End-of-Year

1.1

Provide PD on the Daily 5/CAFE framework and NEPF standard 2 to increase teacher capacity to differentiate tiered lessons that are engaging, rigorous, and target individual student goals to meet student needs. Provide PD on using data to track student progress, create flexible strategy groups, and drive instruction. Also provide PD on NEPF standards 3 & 4 to assist teachers in guiding students to monitor their own learning and take appropriate actions to improve their understanding while participating in high level meaning making through discourse.

N/A

Progress

Barriers

Next Steps

1.2Family Literacy program from Public Education program allows for parent and Child Time (PACT) where parents are directly involved for at least 2 hours per week in the classroom with the child, as well as, parent classes on how to teach their child at home. Parent and student classes for new comers to the country. Parent workshops and community connection nights for academic enrichment.

N/A



Progress

BarriersNext Steps

1.3 Provide PD on NEPF Standards 2, 3 & 4 to enhance quality of differentiated instruction, high levels of discourse, tasks requiring high cognitive demand, and increasing meta cognition. N/A

Progress

Barriers

Next Steps

1.4 Tier 1, Tier 2 and Tier 3 instructional groups will take place in all grades on a daily basis. Weekly/monthly progress monitoring will be used to track student progress for Tier 1, 2 and Tier 3 students. Collaboration notes will be maintained for all three tiers. N/A

Progress

Barriers

Next 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.


Reduce the math and reading proficiency gaps respectively between Culley's highest performing subgroup and lower performing ethnic/racial subgroup 26% to 19% in math and from 45% to 40% in reading as measured by assessments.Reduce the reading proficiency gap between the District's highest performing subgroup (71.3%) and lower performing ethnic/racial supergroup (36.87%) from 29.43 (2016) to 19.62 (2017) as measured by state assessments (SBAC).Reduce the math proficiency gap between the District's highest performing subgroup (63.16%) and lower performing ethnic/racial supergroup (17.77%) from 39.89 (2016) to 26.6 (2017) as measured by state assessments (SBAC).

StatusN/A

Comments:

2.1 Professional Development:2.2 Family Engagement:2.3 Curriculum/Instruction/Assessment:2.4 Other:


2.1

Provide PD on the Daily 5/CAFE framework and NEPF standard 2 to increase teacher capacity to differentiate tiered lessons that are engaging, rigorous, and target individual student goals. Provide Number Talk model lessons as well as PD in the Eight mathematical practices. Provide Kagan Training to increase lesson engagement. Also provide PD on NEPF standard 4 to assist teachers in guiding students to monitor their own learning and take appropriate actions to improve their understanding.

Progress

Barriers

Next Steps



2.2 Families will be encouraged to attend classes to improve their ability to make real life, engaging connections with math and reading in the home environment. Families will be trained on how to use Infinite Campus to monitor student progress.

Progress

Barriers

Next Steps

2.3 Continued use of Daily 5/CAFE Framework. Continued use of Number Talk. Embedding the eight mathematical practices and performance based math tasks with embedded high yield engagement strategies. NEPF training.

Progress

Barriers

Next Steps

2.4

Progress

Barriers

Next Steps




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


100% of staff will participate in a mandatory cultural competency professional development session during the 2016-2017 school year as measured by sign-in sheets.

StatusN/A

Comments:

3.1 Professional Development:3.2 Family Engagement:3.3 Curriculum/Instruction/Assessment:3.4 Other:


3.1 All staff will participate in a professional development session provided by the District's Equity and Diversity Department.

Progress

Barriers

Next Steps

3.2 Parent training on Be Kind Program and Class Meetings. Parent support of monthly Literary League and Cougar of the Month activities. Parent participation in community connection nights.

Progress



Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4 Kagan training on high yield instructional strategies for all staff. Class Meeting training for all staff. School wide implementation of Be Kind program. School wide implementation of the Sanford Harmony Curriculum

Progress

Barriers

Next Steps



Documents

School Performance Plan - Clark County School … Performance Plan ... Deanna Bottrell Fourth Grade Teacher Brandi Cuti Counselor ... Summary Statement: