School Performance Plan - Clark County School District€¦ · School Data For General Education Including FRL English Language Learner (ELL) Data Special Education Data Nevada School

School Performance Plan

School NameWright, William V ES

Address (City, State, Zip Code, Telephone):8425 Bob Fisk Ave

Las Vegas, NV 89178, 7027995701

Superintendent/Region Superintendent: Jesus Jara / Dr. Samuel Scavella

For Implementation During The Following Years: 2019-2020

The Following MUST Be Completed:

Title I Status: NA

Designation: NA

Grade Level Served: Elementary

Classification: 4 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 PositionCarolyn Gourlie Parent Ron Kamman Parent

Jaime Baker Parent Heidi Goodballet ParentWendi Van Alstyne Parent Maribel McAdory Principal

Elizabeth Henderson Strategist Raquel Mallet TeacherJennifer Hulbert Teacher Maria Sanchez-Ferry TeacherDonna Rasavage Teacher Allison Akers TeacherRonda Rickard Teacher Elizabeth Ewing Strategist

Nevada Department of Education Wright, William V ES 2019-2020Clark County School District

Last Date Review/Revised By Planning Team - 10/30/2019 Page 1 Nevada Department of Education - June 2017

Dawn Schaefer Teacher Stacey Villigan TeacherJeanine Anderson Assistant Principal David Copenbarger Assistant Principal



COMPONENT I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)

DATA REVIEWED & ANALYZED:

Based on your schools NSPF results, identify what additional data have been reviewed and analyzed in development of the SPP.

School Data For General Education Including FRL English Language Learner (ELL) Data Special Education Data

Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)Statewide Assessments Achievement Gap Data Achievement Gap DataInterim Assessments AMAOs/ELPA Analysis Service Delivery ModelsNA NA Special Ed Staffing and Professional DevelopmentNA 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.The 2018-2019 ELA SBAC proficiency results for William V. Wright Elementary School exceeded the district SBAC scores by X%. SBAC Reading proficiency increased slightly in the Caucasian subgroup. On the district MAP Reading assessment, first grade and second grade exceeded the projected growth for 2018-2019. Math SBAC results for William V. Wright Elementary School exceeded the district SBAC scores by X%. SBAC Math proficiency increased in the Black, Hispanic, White, and Multiracial subgroups. On the district MAP Math assessment, first grade exceeded the projected growth for 2018-2019. In Language Development, as measured by WIDA, Wright's percentage of meeting AGP was X% which exceeded the district’s X%.

Reviewing the ELA two-year trend data, ELA Proficiency at Wright was X% compared to the district’s X%. The ELA MGP increased from X to Y. The ELA AGP increased from X to Y. As measured by the SBAC ELA, Wright students in grades 3 through 5 demonstrated varied rates of proficiency when disaggregated by ethnic/racial and special population subgroups: Asian -X% to Y%, Black X% to Y%, Hispanic X% to Y%, Pacific Islander X% to Y%, Multiracial X% to Y%, and Caucasian X% to Y%, IEP X% to Y%, and ELL Current & Former X% to Y%.

Reviewing the Math two-year trend data, Math Proficiency at Wright increased from X% to Y%, still exceeding the district’s X%. The Math MGP increased from X to Y and Math AGP increased from X to Y. As measured by the SBAC Math, Wright students in grades 3 through 5 demonstrated varied rates of proficiency when disaggregated by ethnic/racial subgroups. Mathematics proficiency rates of Wright students by subgroup are as follows: Asian X% to Y%, Black X% to Y%, Hispanic X% to Y%, Pacific Islander X% in 2017 (with insufficient number of students in 2018), Multiracial X% to Y%, Caucasian X% to Y%, IEP X% to Y%, and ELL Current & Former X% to Y%.



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:Priority Need/Goal 1: Increase Grade 3 proficiency rates in Reading. Increase the percent of 3rd grade students proficient in Reading from 58.2% to 63% by 2020 as measured by state assessments.

Root Causes:Root Causes: Based on MAP data, we are continuing to improve upon our inconsistent school-wide practices in Tier 1 small group instruction for our almost 1,200 students. Homogeneous student grouping for our 30 minute daily intervention and enrichment time was utilized within grade levels 1-5 at an improved level of implementation, which enabled those teachers to provide targeted instruction to address student deficits in reading skills. However, it was not consistent with all classrooms which contributed to the difficulty in providing targeted instruction to homogeneous student groups, schoolwide. Additionally, for the 2018-2019 school year, Wright implemented the ELL Cohort 3 trainings as mandated by CCSD throughout the majority of our scheduled SBCT hours. The Read By Grade Three trainings took many of our remaining SBCT hours, which did not leave sufficient time to provide thorough trainings for all staff on the Tier 1 small group implementation and strategies for those teachers that still need it.

Measurable Objective 1:Measurable Objective 1: Increase the percent of 3rd grade students proficient in Reading from 58.2% to 63% by 2020 as measured by 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: Yes NCCAT-S Indicators:



Teachers observe master teachers in the art of small group reading instruction. Continued collaboration on the use of the core Reading program to teach the NVACS, Making Meaning, Read-By-3, and ELL Strategies training specific to CCSD teachers. Implementation of Balanced Literacy Framework and professional development in explicit phonics, exemplar texts, and differentiation.

Learning Strategists, Classroom Teachers, CTTs, Administration, Making Meaning, NEPF Standards, NVAC Standards, Michael Haggerty Phonemic Awareness, Flying Start, Exemplar Texts, Decodable books, and Fly Leaf Publishing.

Learning Strategists' calendar for covering classes, Classroom observations, Grade Level meetings and PLC minutes, Staff Development agendas, Lesson plans, Long Range Plans, Pre/Post Conferences, Goal Setting Sheets, Literacy Folders, and Data Tracker to include AIMSweb PLUS data, DRA, MAP, and SBAC interims data

All year implementation by Learning Strategists, Classroom Teachers, CTTs, and Administration

N/A

Comments:

Action StepResources and Amount

NeededList Artifacts/Evidence Timeline and Position Responsible

Monitoring

Status

1.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Literacy Mornings, Multicultural Night, Father/Daughter Night, Mother/Son Night, STEM Night, Music and Theater Performances in grades 1-5, Sight Word Soldiers, Parent Conferences, Home and School Connections Newsletters, Schoolwide Class Dojo, School Website, School Social Media pages, Infinite Campus Portal, TEAM Wright Monthly meetings, Family Engagement Committee

Librarian and Literacy Committee, Multicultural Committee, STEM Committee, Literacy and Library Funds for events and resources, Parent Volunteers, Library books, and Book Fairs.

Sign-in Sheets, Minutes from Literacy, STEM and Multicultural Committee meetings, Photos from the Literacy Mornings and Family Nights, Parent Volunteer sign-in for Sight Word Soldiers, TEAM Wright Agendas, School Website,

Literacy Mornings - Committee members October & December 2019; April & July, 2020 STEM Night - Committee members - November 18, 2019 Multicultural Night - Committee members and staff - April 2020 Librarian/Parent Volunteers - all year

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: NCCAT-S Indicators: Continued use of Flying Start, Data Folders, Battle of the Books, CTTs tutoring and Computer lab daily for intervention and enrichment, Universal Screening 3x a year using AIMSweb PLUS, MAP benchmark assessments 3x per year (K-3), Imagine Learning, SBAC practice assessments, SBAC Standardized Assessments, Progress Monitor bottom 25%tile, Formative/Summative Standards-based Assessments, and NEPF standards and indicators. In addition- MAP benchmark (4th-5th added), MAP Accelerator, 3rd grade Pilot of Pearson Reading Curriculum, Explicit phonics teaching strategies training and instructional support.

AIMSweb PLUS Screeners, SBAC Tests, MAP Assessment Classroom Teachers, Strategists, CTTs, Curriculum Engine, ST Math, Imagine Learning, Literacy/Research Lab, Michael Haggerty Phonemic Awareness, Flying Start, Exemplar Texts, Fly Leaf Decodable books

Read By Grade Three Strategist's coaching log, Progress Tracking Reports from each of the programs, Lesson Plans and Classroom Observations, AIMSweb and SBAC results,Formative/Common Summative Assessments, and Sign in sheets for tutoring.

AIMSweb PLUS and Map Benchmarking- Teachers (Fall, Winter, Spring) SBAC Testing - Teachers, Administrators Observations/Lesson Plan Checks - Administration (all year) Tutoring/Interventions - Teachers, CTTs (Sept 2019- April 2020) Formative/Summative Assessments - Teachers (All year)

N/A

Comments:

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



N/A

Comments:





Priority Need/Goal 2:Priority Need/Goal 2: Reduce the overall achievement gap between highest performing and lowest performing ethnic/racial subgroups in both Reading and Math. -Reduce the SBAC Math proficiency gap between highest (Asian) to lowest performing (Black/African American) ethnic/racial subgroup from 27% to 20% by May of 2020. -Reduce the SBAC Reading proficiency gap between highest (Two or More Races) to lowest performing (Pacific Islander) ethnic/racial subgroup from 32.9% to 27% by May of 2020.

Root Causes:Root Causes: Inconsistent engagement and differentiation practices have been applied in classrooms for Tier 1 Reading and Math instruction. Students have also not consistently been afforded the opportunity to utilize multiple representations, such as manipulatives, while learning concrete mathematical concepts. In both Math and Reading, students have not been consistently engaged in instruction that places a high cognitive demand on them. The 2018-2019 SBAC Math proficiency gap between the highest (Asian) to lowest performing (Black/African American) ethnic/racial subgroup is 27 percentage points. The 2018-2019 SBAC Reading proficiency gap between the highest (Two or More Races) to lowest performing (Pacific Islander) ethnic/racial subgroup is 32.9 percentage points. On the MAP assessment, the 3rd grade Math proficiency gap between the highest (White/Caucasian) to lowest performing (Black/African American) ethnic/racial subgroup is 31 percentage points. On the MAP assessment, the 3rd grade Reading proficiency gap between the highest (White/Caucasian) to lowest performing (Black/African American) ethnic/racial subgroup is 32 percentage points.

Measurable Objective 1:Measurable Objective 1: Reduce the SBAC Math proficiency gap between highest (Asian) to lowest performing (Black/African American) ethnic/racial subgroup from 27% to 20% by May of 2020.

Measurable Objective 2:Measurable Objective 2: Reduce the SBAC Reading proficiency gap between highest (Two or More Races) to lowest performing (Pacific Islander) ethnic/racial subgroup from 32.9% to 27% by May of 2020.

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: Yes NCCAT-S Indicators:



SBAC Interim Assessments questioning format for grades 2-5, Number Talks training, Collaboration in grade levels to develop/plan engaging Standards-based lessons, use of Eureka Math along with a variety of research-based resources to provide appropriate rigor/differentiation of instruction, Tier 1 and I&E block (intervention and enrichment practices) in grades 1-5 in order to provide differentiated instruction to diverse learners in Reading and Math, MAP reports, ST Math, Flying Start in grades K-2, Freckle, Text Exemplars in grades 3-5, implementation of Balanced Literacy Framework and Balanced Math Framework, PLC Collaborative practices, Mindset Book Study, Differentiation Book Study

Eureka Math, Kathy Richardson books, Number Talks books, Do the Math, and Motivation Math supplemental books, Math manipulatives, MAP Assessment, MAP Accelerator, ST Math, Freckle, Math/Science/Literacy Resource Rooms, Reading and Math Strategist, CTTs, Classroom Teachers, Administration, Michael Haggerty Phonemic Awareness, Flying Start, Exemplar Text, Flying Leaf Decodables, Growth Mindset, and Differentiation book studies

Lesson Plans, Classroom Observations, MAP Reports, ST Math reports, Do the Math Assessments, Pre and Post Conferences, School-wide Data Tracker, Student Data Notebooks, SBAC interims, DRA, Literacy Folders, PLCs, Professional goal setting.

All year implementation by Math & Reading Strategists, Classroom Teachers, CTTs, Administration

N/A

Comments:

Action StepResources and Amount

NeededList Artifacts/Evidence Timeline and Position Responsible

Monitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Literacy Mornings, Multicultural Night, Father/Daughter Night, Mother/Son Night, STEM Night, Music and Theater Performances in grades 1-5, Sight Word Soldiers, Parent Conferences, Home and School Connections, Schoolwide Class Dojo, School Website, School Social Media pages, Infinite Campus Portal, TEAM Wright Monthly meetings, Family Engagement Committee

Librarian and Literacy Committee, Multicultural Committee, STEM Committee, Literacy and Library Funds for events and resources, Parent Volunteers, Library books, and Book Fairs.

Literacy/STEM Committee Minutes, Make It/Take it Activities at the evening event, school web-site, Parent sign-in sheets, Parent conference survey

Literacy Mornings - Committee members, October & December 2019; April & July, 2020 STEM Night - Committee members, November 2019 Multicultural Night - Committee members and staff, April 2020 Librarian/Parent Volunteers - all year

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: NCCAT-S Indicators: Continued use of Flying Start, Data Folders, Battle of the Books, CTTs tutoring and Computer lab daily for intervention and enrichment, Universal Screening 3x a year using AIMSweb PLUS, MAP benchmark assessments 3x per year, Imagine Learning, SBAC practice assessments, SBAC Standardized Assessments, Progress Monitor bottom 25%tile, Formative/Summative Standards-based Assessments throughout units of study to drive instruction, NEPF standards and indicators,

AIMSweb PLUS Screeners, SBAC Tests, Classroom Teachers, Strategists, CTTs, Curriculum Engine, ST Math, Imagine Learning, Literacy/Research Lab, Michael Haggerty Phonemic Awareness, Flying Start, Exemplar Texts, Fly Leaf Decodable books

Progress Tracking Reports from each of the programs, Lesson Plans and Classroom Observations, AIMSweb and SBAC results, Formative/Common Summative Assessments, and Sign in sheets for tutoring.

AIMSweb PLUS Benchmarking - Teachers (Fall, Winter, Spring) SBAC Testing - Teachers, Administrators Observations/Lesson Plan Checks - Administration (all year) Tutoring/Interventions - Teachers, CTTs (Nov 2019- April 2020) Formative/Summative Assessments - Teachers (All year)

N/A

Comments:

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



N/A

Comments:





Priority Need/Goal 3: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. The 2018-2019 SBAC Math proficiency gap between the highest (Asian) to lowest performing (Black/African American) ethnic/racial subgroup is 27 percentage points. The 2018-2019 SBAC Reading proficiency gap between the highest (Two or More Races) to lowest performing (Pacific Islander) ethnic/racial subgroup is 32.9 percentage points. On the MAP assessment, the 3rd grade Math proficiency gap between the highest (White/Caucasian) to lowest performing (Black/African American) ethnic/racial subgroup is 31 percentage points. On the MAP assessment, the 3rd grade Reading proficiency gap between the highest (White/Caucasian) to lowest performing (Black/African American) ethnic/racial subgroup is 32 percentage points.

Measurable Objective 1:Measurable Objective 1: 100% of staff will participate in a mandatory cultural competency professional development session during the 2019-2020 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 the following on-site professional development sessions and book studies provided by the Strategists and Counselor: Love & Logic, Growth Mindset, and Cultural Competency.

School site trainer, Counselor, Site professional development library, and SBCT.

Sign-in sheets and Teacher observation data (NEPF)

The administration team will be responsible for ensuring this action step takes place throughout the school year.

N/A

Comments:



Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position ResponsibleMonitoring

Status

3.2 Family Engagement (Required)Continuation From Last

Year: YesNCCAT-S Indicators:

Literacy Mornings, Multicultural Night, Father/Daughter Night, Mother/Son Night, STEM Night, Music and Theater Performances in grades 3-5, Sight Word Soldiers, Parent Conferences, Home and School Connections, Schoolwide Class Dojo, School Website, School Social Media pages, Infinite Campus Portal, TEAM Wright Monthly meetings, Family Engagement Committee

Teachers, Counselor, Librarian, Literacy Committee, Multicultural Committee, STEM Committee, Literacy and Library Funds for events and resources, Parent Volunteers, Library books, Book Fairs, and Science Fair.

Committee Minutes, Principal's Positive Praise forms, School and Home Connection Flyers.

Literacy Mornings - Committee members October & December 2019; April & July, 2019-2020 STEM Night - Committee members - November 18, 2019 Multicultural Night - Committee members and staff - April 2020 Librarian/Parent Volunteers - all year

N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: NCCAT-S Indicators: Love & Logic training, Weekly Love & Logic newsletter and Growth Mindset strategies, Monthly Growth Mindset Mantra, Be KIND/Be CLASSY/Pillars of Character Program and school-wide assembly, Weekly recognition of Caught Being Kind, Weekly Anti-bullying lessons, Daily Goal Setting Announcements with a weekly theme, Peer Helper program, Lunch with the Principal, Student of the Month Breakfasts tied to a monthly theme (Be Kind, Be Classy, Responsibility, Trustworthiness, etc.), Principal's Positive Praise (phone calls home), Wrangler Bucks to reinforce positive behavior in specialist classes, and licensed and support staff Star Employees of the Week.

Administration, Counselor, Teachers, Be KIND committee, and Parent Volunteers.

Minutes from Be KIND committee, Principal's Positive Praise Notes, PowerPoint from Be KIND assembly, Counselor's lessons on anti-bullying/character traits, Caught Being Kind slips, Peer Helper training signin, Weekly schedule, Daily announcements, Student of the Month, Be Kind/Be Classy bulletin board, Wrangler Buck Prize emails

Initial Student of the Month-Be KIND/Be CLASSY/ Pillars of Character Assembly - Counselor (September 2018), Student of the Month Breakfast and Bulletin Boards - Be KIND committee, Counselor, Administration (Monthly), Peer Helpers - Counselor (October through May-daily), Anti-bullying lessons - Counselor (All year), Principal's Positive Praise - Teachers & Administration (All year), Daily Announcements- Administration & Counselor, Caught Being Kind - All staff (All year), and Wrangler Bucks - Specialists, Front Office, & Administration (All year)

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)

General Budget 6,266,358.90 Staff, Instructional Supplies and materials, technology (ST Math, AIMSweb PLUS, Chromebooks), custodial, health office, postage, facilities for over 1,250 students in grades PK-5 Goals 1, 2 and 3

Title III 6,534.00 ELL support: Technology (Imagine Learning), instructional supplies, support, and materials. Goals 1, 2 and 3SB178 111,600 Targeted interventions for students in the lowest quartile as identified on the MAP assessment. Goals 1, 2 and 3



Plan for improving the school climate

Goal:

Action Plan: How will this plan improve the school climate?

Monitoring Plan: How will you track the implementation of this plan?

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?



APPENDIX A - Professional Development Plan

1.1Teachers observe master teachers in the art of small group reading instruction. Continued collaboration on the use of the core Reading program to teach the NVACS, Making Meaning, Read-By-3, and ELL Strategies training specific to CCSD teachers. Implementation of Balanced Literacy Framework and professional development in explicit phonics, exemplar texts, and differentiation.

Goal 1 Additional PD Action Step (Optional)Goal 1 Additional PD Action Step (Optional) Teachers will be released from their classrooms to observe master teachers during guided reading groups. Teachers will be trained on the Instructional Standards and Indicators of the NEPF in order to improve lesson planning, teaching strategies, instructional rigor, and meta-cognition.

2.1SBAC Interim Assessments questioning format for grades 2-5, Number Talks training, Collaboration in grade levels to develop/plan engaging Standards-based lessons, use of Eureka Math along with a variety of research-based resources to provide appropriate rigor/differentiation of instruction, Tier 1 and I&E block (intervention and enrichment practices) in grades 1-5 in order to provide differentiated instruction to diverse learners in Reading and Math, MAP reports, ST Math, Flying Start in grades K-2, Freckle, Text Exemplars in grades 3-5, implementation of Balanced Literacy Framework and Balanced Math Framework, PLC Collaborative practices, Mindset Book Study, Differentiation Book Study

Goal 2 Additional PD Action Step (Optional)

3.1All staff will participate in the following on-site professional development sessions and book studies provided by the Strategists and Counselor: Love & Logic, Growth Mindset, and Cultural Competency.

Goal 3 Additional PD Action Step (Optional)Goal 3 Additional PD Action Step (Optional) All students and staff will participate in school-wide Be KIND, Be CLASSY, and Pillars of Character assembly and program.



APPENDIX B - Family Engagement Plan

1.2Literacy Mornings, Multicultural Night, Father/Daughter Night, Mother/Son Night, STEM Night, Music and Theater Performances in grades 1-5, Sight Word Soldiers, Parent Conferences, Home and School Connections Newsletters, Schoolwide Class Dojo, School Website, School Social Media pages, Infinite Campus Portal, TEAM Wright Monthly meetings, Family Engagement Committee

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Literacy Mornings, Multicultural Night, Father/Daughter Night, Mother/Son Night, STEM Night, Music and Theater Performances in grades 1-5, Sight Word Soldiers, Parent Conferences, Home and School Connections, Schoolwide Class Dojo, School Website, School Social Media pages, Infinite Campus Portal, TEAM Wright Monthly meetings, Family Engagement Committee

Goal 2 Additional Family Engagement Action Step (Optional)Sea Camp, Washington DC and Disneyland trips, Fun Run, Field Day, and Family Engagement days for Pre-K programs.


Goal 3 Additional Family Engagement Action Step (Optional)



APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Priority Need/Goal 1: Increase Grade 3 proficiency rates in Reading. Increase the percent of 3rd grade students proficient in Reading from 58.2% to 63% by 2020 as measured by state assessments.

Measurable Objective(s):

Measurable Objective 1: Increase the percent of 3rd grade students proficient in Reading from 58.2% to 63% by 2020 as measured by 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

1.1Teachers observe master teachers in the art of small group reading instruction. Continued collaboration on the use of the core Reading program to teach the NVACS, Making Meaning, Read-By-3, and ELL Strategies training specific to CCSD teachers. Implementation of Balanced Literacy Framework and professional development in explicit phonics, exemplar texts, and differentiation.

Progress

Barriers

Next Steps

1.2Literacy Mornings, Multicultural Night, Father/Daughter Night, Mother/Son Night, STEM Night, Music and Theater Performances in grades 1-5, Sight Word Soldiers, Parent Conferences, Home and School Connections Newsletters, Schoolwide Class Dojo, School Website, School Social Media pages, Infinite Campus Portal, TEAM Wright Monthly meetings, Family Engagement Committee

Progress



Barriers

Next Steps

1.3

Continued use of Flying Start, Data Folders, Battle of the Books, CTTs tutoring and Computer lab daily for intervention and enrichment, Universal Screening 3x a year using AIMSweb PLUS, MAP benchmark assessments 3x per year (K-3), Imagine Learning, SBAC practice assessments, SBAC Standardized Assessments, Progress Monitor bottom 25%tile, Formative/Summative Standards-based Assessments, and NEPF standards and indicators. In addition- MAP benchmark (4th-5th added), MAP Accelerator, 3rd grade Pilot of Pearson Reading Curriculum, Explicit phonics teaching strategies training and instructional support.

Progress

Barriers

Next Steps

1.4

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Priority Need/Goal 2: Reduce the overall achievement gap between highest performing and lowest performing ethnic/racial subgroups in both Reading and Math. -Reduce the SBAC Math proficiency gap between highest (Asian) to lowest performing (Black/African American) ethnic/racial subgroup from 27% to 20% by May of 2020. -Reduce the SBAC Reading proficiency gap between highest (Two or More Races) to lowest performing (Pacific Islander) ethnic/racial subgroup from 32.9% to 27% by May of 2020.


Measurable Objective 1: Reduce the SBAC Math proficiency gap between highest (Asian) to lowest performing (Black/African American) ethnic/racial subgroup from 27% to 20% by May of 2020.Measurable Objective 2: Reduce the SBAC Reading proficiency gap between highest (Two or More Races) to lowest performing (Pacific Islander) ethnic/racial subgroup from 32.9% to 27% by May of 2020.

StatusN/A

Comments:



2.1

SBAC Interim Assessments questioning format for grades 2-5, Number Talks training, Collaboration in grade levels to develop/plan engaging Standards-based lessons, use of Eureka Math along with a variety of research-based resources to provide appropriate rigor/differentiation of instruction, Tier 1 and I&E block (intervention and enrichment practices) in grades 1-5 in order to provide differentiated instruction to diverse learners in Reading and Math, MAP reports, ST Math, Flying Start in grades K-2, Freckle, Text Exemplars in grades 3-5, implementation of Balanced Literacy Framework and Balanced Math Framework, PLC Collaborative practices, Mindset Book Study, Differentiation Book Study

Progress

Barriers

Next Steps




Progress

Barriers

Next Steps

2.3

Continued use of Flying Start, Data Folders, Battle of the Books, CTTs tutoring and Computer lab daily for intervention and enrichment, Universal Screening 3x a year using AIMSweb PLUS, MAP benchmark assessments 3x per year, Imagine Learning, SBAC practice assessments, SBAC Standardized Assessments, Progress Monitor bottom 25%tile, Formative/Summative Standards-based Assessments throughout units of study to drive instruction, NEPF standards and indicators,

Progress

Barriers

Next Steps

2.4

Progress

Barriers

Next Steps




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


Measurable Objective 1: 100% of staff will participate in a mandatory cultural competency professional development session during the 2019-2020 school year as measured by sign-in sheets.

StatusN/A

Comments:



3.1 All staff will participate in the following on-site professional development sessions and book studies provided by the Strategists and Counselor: Love & Logic, Growth Mindset, and Cultural Competency.

Progress

Barriers

Next Steps


Progress



Barriers

Next Steps

3.3

Love & Logic training, Weekly Love & Logic newsletter and Growth Mindset strategies, Monthly Growth Mindset Mantra, Be KIND/Be CLASSY/Pillars of Character Program and school-wide assembly, Weekly recognition of Caught Being Kind, Weekly Anti-bullying lessons, Daily Goal Setting Announcements with a weekly theme, Peer Helper program, Lunch with the Principal, Student of the Month Breakfasts tied to a monthly theme (Be Kind, Be Classy, Responsibility, Trustworthiness, etc.), Principal's Positive Praise (phone calls home), Wrangler Bucks to reinforce positive behavior in specialist classes, and licensed and support staff Star Employees of the Week.

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps



Documents

School Performance Plan - Clark County School District€¦ · School Data For General Education Including FRL English Language Learner (ELL) Data Special Education Data Nevada School