School Performance PlanSchool Performance Plan School Name Diaz, Ruben P ES Address (City, State, Zip Code, Telephone): 4450 E Owens Ave Las Vegas, NV 89115, (702) 799-2120 Superintendent/Assistant

School Performance Plan

School NameDiaz, Ruben P ES

Address (City, State, Zip Code, Telephone):4450 E Owens Ave

Las Vegas, NV 89115, (702) 799-2120

Superintendent/Assistant Chief: Pat Skorkowsky / April Key

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: Focus School

Grade Level Served: Elementary

Classification: 2 Star

NCCAT-S: Review

*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 PositionJasmine Mendoza Parent Rebecca Tschinkel PrincipalDeena Holloway Assistant Principal Emily Gillette Learning StrategistCassi Dunkerley Teacher Tamara Martinezjunco Teacher

April Cade Teacher Michelle Martinezjunco Learning StrategistKimberly Watkins Teacher Amanda Fisher TeacherCassi Dunkerley Teacher Kelly Muldoon Learning Strategist

Nevada Department of Education Diaz, Ruben P ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/09/2016 Page 1 Nevada Department of Education - June 2016

Anna Shaffer Teacher Karen Zastera 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) Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)Statewide Assessments Achievement Gap Data Achievement Gap DataNA NA NANA NA NANA NA NAOther: Three Year Trend Data Other: Three Year Trend Data Other: Three Year Trend DataOther: i-Ready Other: i-Ready Other: i-Ready

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.Ruben Diaz Elementary school is a 2-Star Focus School based on the NSPF. We are also a ZOOM school and follow the ZOOM model with integrity. Our demographic data identified Asian (1.1%), African American (13.5%), White/Caucasian (4.2%), Native American (.1%), Hispanic/Latino (79.5%), Multi-race (1.3%), and Pacific Islander (.3%) with a total of 718 students based on the 2015-2016 Official NDE Validation Day data. Our subgroup data revealed students with Free and Reduced Lunch (74.9%), Individualized Education Plans (14.3%), and English Language Learners (56%).

Our Reading Proficiency has increased from 15% (fall) to 35% (winter) as measured by iReady in grades K-5. Math Proficiency has increased from 9% (fall) to 24% (winter) as measured by iReady in grades K-5. (FRL). Each grade level is analyzing their own i-Ready data to determine domain strengths and areas of concern and set their own measurable grade-level specific measurable objectives.

Current summative data is unavailable at this time. Previously analysis indicated the Median Growth Percentile for 4th grade students in Math went from 56 (2012) to 45 (2013) to 41 (2014) and in Reading from 39 (2012) to 31 (2013) to 51 (2014). The Median Growth Percentile for 5th grade students in Math went from 56 (2012) to 43 (2013) to 55 (2014) and in Reading from 56 (2012) to 44 (2013) to 44 (2014). The overall percent of proficient students on the 2013 - 2014 CRT in Math was 53% (5th Grade), 63% (4th Grade), 52% (3rd Grade) and in Reading was 44% (5th Grade), 56% (4th Grade), 40% (3rd Grade). The percentage of ELL students at or above proficiency in Reading went from 27% in 2012 to 31% in 2013 to 34% in 2014. The percentage of IEP students at or above proficiency in Reading was at 27% in 2012, remained at 27% in 2013, and decreased to 23% in 2014. The percentage of FRL students at or above proficiency in Reading went from 48% in 2012 to 45% in 2013 to 49% in 2014. The percentage of ELL students at or above proficiency in Math went from 52% in 2012 to 49% in 2013 to 52% in 2014. The percentage of IEP students at or above proficiency in Math went from 42% in 2012 to 35% in 2013 to 17% in 2014. The percentage of FRL students at or above proficiency in Math went from 65% in 2012 to 57% in 2013 to 56% in 2014.

This analyzed data was considered when developing our improvement plan. We need to ensure our students are reading at a proficient level by the end of third grade, and make sure all populations of students are given appropriate instruction that is engaging, rigorous, and aligned to standards. Strengthening the school's instructional program will be our focus.



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:Teachers did not deliver Tier 1 standards-based instruction at the rigor and depth required to successfully prepare students. Teachers also were not able to collaborate to analyze data and use it to inform instructional practices on a consistent basis.

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading from 34% to 39% by 2017 as measured by state assessments (SBAC).

Measurable Objective 2:Increase the percentage of Grade 3 students proficient in reading from % (fall) to % by spring 2017 as measured by i-Ready assessment.



Measurable Objective 5:Increase the percentage of kindergarten students proficient in reading from % (fall) to % by spring 2017 as measured by i-Ready assessment.

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: 1.2



Teachers will participate in PD on engagement strategies, ELL strategies, literacy instruction, and vocabulary development to increase teacher content knowledge and pedagogy to ensure instruction is aligned to the standards.

Lic sub release and prep buy-out (1003(a) & Title); Learning Strategists (Title I ); and AR/Star Program (1003(a)).

Lesson plans along with student work samples, administrative walk-thru data, NEPF, student benchmark data (AR/STAR, MAPS), teacher survey feedback; PLC agenda & minutes.

Administration/Reading Strategist on a monthly basis. PLC collaboration twice per month beginning in September and ending in May - Grade Level Chair, Administration, Learning Strategist.

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: NCCAT-S Indicators: 1.9We will be partnering with Community in Schools to increase parent engagement in an effort to improve community and family support for learning.

Community in Schools-Student Fees (Title) Lic Extra Duty pay (Title) Support Staff Extra Duty pay (Title) AR, STAR (Focus),Study Island (Title I)

Accelerated Reader, STAR, AIMSWeb, Reading A-Z and the CORE Phonics. Survey will be used to identify gaps for the ELL, IEP & FRL subgroups.

Title I liaison, Communities in Schools, and learning strategists- approximately every 6-8 weeks

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: NCCAT-S Indicators: 2.1, 2.2During PLC time, teachers will develop long range plans and align common assessments, instructional resources/strategies and ensure materials/strategies are rigorous and engaging. Teachers will analyze common assessment data during grade-level PLC time.

Lic sub release: STPT (Title I Set Aside); STAR/AR, (1003(a)); Prep buy-out for Collaboration (1003(a)) Two Learning Strategists (Title I)

PLC Agenda/Notes; Lesson plans w/common assessments and data from the assessments; Administrative observations and student work samples.

Monthly collection of common assessments, using the grade level assessment report which identifies ELL, IEP & FRL subgroups - Classroom Teachers/ Strategists/Administrators

N/A

Comments:

1.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: 1.6Zoom Reading Skills Center will provide additional Tier I literacy instruction for first-third grade students who qualify.

Reading Skills Center which includes one licensed teacher and three paraprofessionals.(Zoom funding) Study Island Software (Title I); i-Ready (Zoom)

Imagine Learning reports/ AIMSWeb data/ MAP reports/ AR/STAR reports/SRI reports

October-June/ Reading Skills Center Facilitator/ Monthly reports will be gathered to monitor the progress of ELL, IEP and FRL students

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:Inconsistent delivery of content aligned with standards in math and reading have contributed to deficiencies in Tier 1 instruction. Inconsistencies in tracking/monitoring and using data to inform instruction through collaboration contributed to deficiencies as well.

Measurable Objective 1:Reduce the achievement gap in ELA between the IEP subgroup (0%) and the non-IEP (35%) subgroup from 35% to 25% as measured by state assessments (SBAC).

Measurable Objective 2:Reduce the achievement gap in math between the IEP subgroup (0%) and the non-IEP (26.83%) subgroup from 26.83% to 17.89% as measured by state assessments (SBAC).

Measurable Objective 3:Increase the percentage of K-2 ELLs who are on or above grade level in reading, as measured by i-Ready, from 11% to 35% by June 2017.

Measurable Objective 4:Increase the percent of ELLs meeting AGP, as measured by ELPA (WIDA), from 54% to 70% by June 2017.

Measurable Objective 5:Increase the percentage of 3rd grade ELLs who are on or above grade level in reading, as measured by end of year assessments, from 29% to 34% by June 2017.

Monitoring Status

N/A




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: 1.2



Teachers will participate in PD on engagement strategies, technology implementation, ELL strategies,engagement, literacy instruction, and vocabulary development to develop instructional practices that will allow them to better support the needs of all FRL, ELL, and IEP students. PD for admin, provided by Zoom, focuses on the expectations of Zoom. Admin and Zoom staff will attend PD and conferences focused on teaching and supporting English Learners.

Lic sub release and prep buy-out (1003(a) & Title); Learning Strategists (Title I); and extra-duty pay (Title I).

Lesson plans along with student work samples, administrative walk-thru data, NEPF, student benchmark data (AR/STAR, i-Ready), teacher survey feedback; PLC agenda & minutes. Student Achievement Data as measured by WIDA/iReady (3 times per year).

Administration/Reading Strategist on a monthly basis. PLC collaboration twice per month beginning in September and ending in May - Grade Level Chair, Administration, Learning Strategist. Zoom Initiatives: Administration and Assistant Chief (2016-17 school year)

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: 1.9We will be providing parent training and family nights that will introduce strategies for helping parents read to their child and assist with math homework at home to increase student reading and math achievement. Two Zoom Family Nights will be held (one in the winter and one in the spring), Zoom newsletters will be sent out starting in December.

Community in Schools-Student Fees (Title) Lic Extra Duty pay (Title) Supp Staff Extra Duty pay (Title), Parent Engagement Project Facilitator (Zoom)

Parent participation in school events and parent meetings as evidenced by sign in sheets and evaluations. Monitoring of student scores on school-wide formative assessments. Student focus groups (conducted by Focus Coordinator), Attendance counts and/or sign-in sheets from family events, Parent survey data, Site logs of parent contact and activities.

three-four times a year and Title I Liaison

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required)Continuation From Last

Year: YesNCCAT-S Indicators: 2.1, 2.2

Teachers will meet with grade levels to align instructional resources/assessments/strategies in PLCs. Teachers will incorporate technology and engagement strategies to augment learning and engagement. Implementation of Zoom PD.

Lic Sub release: STPT (Title I Set Aside); STAR/AR(1003(a)); 3 Learning Strategists (Title I) Estimated Costs for 29 Zoom elementary and secondary schools: $500,000 (to be paid for with non-SB 405 funds: ELL general funds, Title III, and Title I)

Common assessment/ Grade level meeting notes/ Assessment data sheets/ Classroom observations

Monthly collection of common assessments,- Classroom Teachers/ Strategists/Administrators, Zoom Initiatives: Administration and Assistant Chief (2016-17 school year)

N/A

Comments:

2.4 Other (Optional)Continuation From

Last Year: NCCAT-S Indicators:



A) Zoom Pre-K half days Mon-Thurs; B) Full day Kindergarten (CSR) C) Zoom Reading Center D) Zoom Summer Academy/Intersession provide 15 additional days of instruction E) Before and After School Tutoring, Enrichment, and Extra Curricular Activities

A) 1 Teacher, 1 Family Assistant, NVACS-aligned thematic units (Zoom); B) CCSD Literacy Framework with supplementary materials for differentiated instruction (Zoom); C) CCSD Zoom Reading Center Framework, Zoom Project Facilitators, long-term sub, 3 PPTs, and Reading Center facility (furniture, books, instructional supplies, technology, and software)(Zoom) D) Themed units aligned to Literacy Framework and NVACS, Math curriculum based on WestEd program, licensed and support staff, transportation personnel, nurses, crossing guards, subs, presenters, and classroom supplies (Zoom) E) Before and After School Tutoring, Enrichment, and Extra Curricular Activities (21st Century, $100,000)

A) Teaching Strategies Gold Student Achievement Checkpoints (3 times per year), A/B/C/D/E) WIDA (2 times per year)

A) Zoom Pre-K Teacher, Family Assistant, and Administrator (2016-17 school year) B) Zoom Kindergarten teachers, Administrator (2016-2017 school year) C) Project Facilitator, long-term substitute, para-professional tutors, Administration and Assistant Chief (2016-17 school year) D) Administration and Assistant Chief (2016-17 school year) E) Teachers and Administration (2016-17 school year)

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 in the area of cultural competency as evidenced by the district achievement gap data.

Measurable Objective 1:100% of staff will participate in a mandatory cultural competency professional development session during the 2016-17 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


Monitoring

Status

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

Training materials from Equity and Diversity Department; Survey data

Sign- in sheets, Teacher observation data (NEPF)

The principal is responsible for ensuring this action step takes place during the 2016-2017 school year.

N/A

Comments:

Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible Monitoring Status

3.2 Family Engagement (Optional) Continuation From Last Year: Yes NCCAT-S Indicators:



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: Action Step: CCSD will offer recruitment/retention incentives in accordance with the list of incentives approved by the Nevada State Board of Education: Financial Incentives, Opportunities for Professional Growth, Administrative Support and Leadership, School Culture and Working Conditions.

Estimated Costs for 29 Zoom elementary and secondary schools: $787,006.84

Teacher Survey Data, Possible data from HR, including retention/turnover rates.

Zoom Initiatives: Administration and Assistant Chief (2016-17 school year)

N/A

Comments:



COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Interventions

Based on the CNA, identify all that apply:3. Strengthening the school's instructional program

Root Causes:Inconsistent and not engaging delivery of rigorous content aligned with standards in math and reading have contributed to deficiencies in Tier 1 instruction. Inconsistencies in tracking/monitoring and using data to inform instruction through collaboration contributed to deficiencies as well.Measurable Objective 1:Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 33.4 to 27.8 by 2017 as measured by state assessments.Measurable Objective 2:Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 30.2 to 25.2 by 2017 as measured by state assessments.Measurable Objective 3:Reduce the reading and mathematics proficiency gap between the districts highest performing subgroup and students from ELL, IEP and FRL by 5% as measured by school-wide formative assessments.

Monitoring Status

N/A




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


Monitoring

Status

4.1 Professional Development (Required)Continuation From Last Year:

NoNCCAT-S Indicators:



In order to strengthen the school’s instructional program, we are working to develop a healthy Tier I program at our school. To facilitate this, we developed a schedule to allow for every grade level to have a common 110 minute uninterrupted Literacy block for Tier I instruction. A Learning Strategist will be utilized to help coach teachers on providing quality Tier I instruction that is engaging, rigorous, and aligned to the standards. Sub release and prep buy-out will be provided to allow teachers time to collaborate and align instructional resources/materials, create common assessments, and analyze student data through PLC’s. Additional resources (AR/STAR) to enhance their learning during Tier I instruction will also be purchased with Focus funds.

sub release time, prep buy-out, Accelerated Reader, Learning Strategist (1003a and Title I)

sign-in sheets from PD, long range and common lesson plans from grade level collaboration meetings, AIMSweb and i-Ready data, AR/STAR data

All PLCs will complete collaboration/ planning mat and data analysis sheets on a monthly basis.

N/A

Comments:

Action Step

Resources and

Amount

Needed

List Artifacts/Evidence Timeline and Position ResponsibleMonitoring

Status

4.2 Family Engagement (Optional)Continuation From

Last Year: NoNCCAT-S Indicators:

Teachers will use the Accelerated Reader (AR)/STAR program to encourage students to read literature at the appropriate reading levels in order to increase comprehension, literacy, and fluency. Teachers will analyze data reports from the AR/STAR program to assist in improving the differentiation of instruction to increase student achievement. AR/STAR licenses will be renewed to support Tier 1 instruction in reading. Tier II students in the IEP, FRL, and ELL subgroups who have met the exit criteria for Imagine Learning will continue to receive intervention through the use of Study Island and i-Ready.

AR (1003a) Study Island (Title I)

AIMSweb and i-Ready data

Monthly monitoring of student progress will be done using AR/Star Reading Benchmark data (AIMSWeb and MAPS) will be analyzed and monitored. Student achievement data will be reviewed for the progress achievement of ELL, FRL, IEP students.

N/A

Comments:

4.3 Curriculum/Instruction/Assessment (Optional)Continuation From Last Year:

NoNCCAT-S Indicators:

Teachers will receive Professional Development in engagement strategies, technology implementation, High Quality Sheltered Instruction (HQSI), Nevada Educator Performance Framework (NEPF) and Vocabulary Development to support instruction in math and reading.

sub release for classroom walks to analyze the implementation of PD(Title I Set Aside); Site-Based Collaboration Time (SBCT)

sign-in sheets from PD, long range and common lesson plans from grade level collaboration meetings, and classroom walk data

Staff development day agendas will be collected to show professional development reflects data needs. Administration and teachers will also conduct classroom walkthroughs to see if all aspects of training, professional development, and supplemental resources are being implemented.

N/A

Comments:

4.4 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 YearPurposes for which funds are used (include targeted audience, specific activities, intended outcomes, etc.)

Applicable

Goal(s)

Title I $289, 5602 Strategists, 1 Instructional Assistant, 1 4th/5th grade teacher, Community in

Schools Fees, extra duty pay for PD, Study Island and Parent Training, SS extraduty parent night

Goals 1 and 2

Focus 1003(a) $38,967.08 Prep buy-out for PLC, AR/STAR renewal Goals 1 and 2

Zoom $25,000,000Total funding for Zoom schools . Funding will provide for Pre-K half days, 4 days a 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 with WIDA scores academic achievement.

Goals 1, 2 and 3

21st Century $100,000 Before and After School Tutoring, Enrichment, and Extra Curricular Activities Goals 1 and 2Title I Set Aside $10,000 Licensed Substitutes for PLC 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.We work cooperatively with the Human Resources Department to promote our school vision of learning to attract effective, highly-qualified teachers. Upon hire, site based support is provided; mentoring, coaching as well as formal professional development on site and within the district.

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.Parent Conferences during the year to review student data & progress, Family Nights (Literacy, Multicultural, etc) are held throughout the year; parents are referred to the Parent Center at Cortez ES (our sister school).

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.).The teachers participate in school-wide decision-making meetings to facilitate articulation between the various school programs. Fifth grade teachers plan to collaborate with middle school sixth grade teachers to provide articulation between elementary school and middle school. We provide training that informs parents of the kindergarten curriculum and where their child is at this point before entering kindergarten.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.The school leadership team is comprised of representatives from different grade levels and departments. This decision-making structure facilitates the selection and use of all academic assessments. Specific opportunities have been scheduled to review data and provide collaborative times for teachers to discuss best practices how data can best inform pedagogy.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsThe Title 1 plan, Focus plan & PASS plan are all integrated and fully aligned with curriculum, instruction, materials, assessment, interventions, professional development and family involvement to support our school improvement efforts.



APPENDIX A - Professional Development Plan

1.1Teachers will participate in PD on engagement strategies, ELL strategies, literacy instruction, and vocabulary development to increase teacher content knowledge and pedagogy to ensure instruction is aligned to the standards.

Goal 1 Additional PD Action Step (Optional)

2.1Teachers will participate in PD on engagement strategies, technology implementation, ELL strategies,engagement, literacy instruction, and vocabulary development to develop instructional practices that will allow them to better support the needs of all FRL, ELL, and IEP students. PD for admin, provided by Zoom, focuses on the expectations of Zoom. Admin and Zoom staff will attend PD and conferences focused on teaching and supporting English Learners.


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


4.1In order to strengthen the school’s instructional program, we are working to develop a healthy Tier I program at our school. To facilitate this, we developed a schedule to allow for every grade level to have a common 110 minute uninterrupted Literacy block for Tier I instruction. A Learning Strategist will be utilized to help coach teachers on providing quality Tier I instruction that is engaging, rigorous, and aligned to the standards. Sub release and prep buy-out will be provided to allow teachers time to collaborate and align instructional resources/materials, create common assessments, and analyze student data through PLC’s. Additional resources (AR/STAR) to enhance their learning during Tier I instruction will also be purchased with Focus funds.

Intervention Additional PD Action Step (Optional)



APPENDIX B - Family Engagement Plan

1.2We will be partnering with Community in Schools to increase parent engagement in an effort to improve community and family support for learning.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2We will be providing parent training and family nights that will introduce strategies for helping parents read to their child and assist with math homework at home to increase student reading and math achievement. Two Zoom Family Nights will be held (one in the winter and one in the spring), Zoom newsletters will be sent out starting in December.


3.2


4.2Teachers will use the Accelerated Reader (AR)/STAR program to encourage students to read literature at the appropriate reading levels in order to increase comprehension, literacy, and fluency. Teachers will analyze data reports from the AR/STAR program to assist in improving the differentiation of instruction to increase student achievement. AR/STAR licenses will be renewed to support Tier 1 instruction in reading. Tier II students in the IEP, FRL, and ELL subgroups who have met the exit criteria for Imagine Learning will continue to receive intervention through the use of Study Island and i-Ready.

Intervention 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 34% to 39% by 2017 as measured by state assessments (SBAC).Increase the percentage of Grade 3 students proficient in reading from % (fall) to % by spring 2017 as measured by i-Ready assessment.Increase the percentage of Grade 2 students proficient in reading from % (fall) to % by spring 2017 as measured by i-Ready assessment.Increase the percentage of Grade 1 students proficient in reading from % (fall) to % by spring 2017 as measured by i-Ready assessment.Increase the percentage of kindergarten students proficient in reading from % (fall) to % by spring 2017 as measured by i-Ready assessment.

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 Teachers will participate in PD on engagement strategies, ELL strategies, literacy instruction, and vocabulary development to increase teacher content knowledge and pedagogy to ensure instruction is aligned to the standards.

Progress

Barriers

Next Steps

1.2 We will be partnering with Community in Schools to increase parent engagement in an effort to improve community and family support for learning.



Progress

BarriersNext Steps

1.3 During PLC time, teachers will develop long range plans and align common assessments, instructional resources/strategies and ensure materials/strategies are rigorous and engaging. Teachers will analyze common assessment data during grade-level PLC time.

Progress

Barriers

Next Steps

1.4 Zoom Reading Skills Center will provide additional Tier I literacy instruction for first-third grade students who qualify.

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 achievement gap in ELA between the IEP subgroup (0%) and the non-IEP (35%) subgroup from 35% to 25% as measured by state assessments (SBAC).Reduce the achievement gap in math between the IEP subgroup (0%) and the non-IEP (26.83%) subgroup from 26.83% to 17.89% as measured by state assessments (SBAC).Increase the percentage of K-2 ELLs who are on or above grade level in reading, as measured by i-Ready, from 11% to 35% by June 2017.Increase the percent of ELLs meeting AGP, as measured by ELPA (WIDA), from 54% to 70% by June 2017.Increase the percentage of 3rd grade ELLs who are on or above grade level in reading, as measured by end of year assessments, from 29% to 34% by June 2017.

StatusN/A

Comments:



2.1

Teachers will participate in PD on engagement strategies, technology implementation, ELL strategies,engagement, literacy instruction, and vocabulary development to develop instructional practices that will allow them to better support the needs of all FRL, ELL, and IEP students. PD for admin, provided by Zoom, focuses on the expectations of Zoom. Admin and Zoom staff will attend PD and conferences focused on teaching and supporting English Learners.

Progress

Barriers

Next Steps

2.2We will be providing parent training and family nights that will introduce strategies for helping parents read to their child and assist with math homework at home to increase student reading and math achievement. Two Zoom Family Nights will be held (one in the winter and one in the spring), Zoom newsletters will be sent out starting in December.



Progress

BarriersNext Steps

2.3 Teachers will meet with grade levels to align instructional resources/assessments/strategies in PLCs. Teachers will incorporate technology and engagement strategies to augment learning and engagement. Implementation of Zoom PD.

Progress

Barriers

Next Steps

2.4 A) Zoom Pre-K half days Mon-Thurs; B) Full day Kindergarten (CSR) C) Zoom Reading Center D) Zoom Summer Academy/Intersession provide 15 additional days of instruction E) Before and After School Tutoring, Enrichment, and Extra Curricular Activities

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 2016-17 school year as measured by sign-in sheets.

StatusN/A

Comments:



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

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3.2

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3.3

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3.4Action Step: CCSD will offer recruitment/retention incentives in accordance with the list of incentives approved by the Nevada State Board of Education: Financial Incentives, Opportunities for Professional Growth, Administrative Support and Leadership, School Culture and Working Conditions.

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Priority Need/InterventionsPriority Need/Interventions:3. Strengthening the school's instructional program Measurable Objective(s):

Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 33.4 to 27.8 by 2017 as measured by state assessments.Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 30.2 to 25.2 by 2017 as measured by state assessments.Reduce the reading and mathematics proficiency gap between the districts highest performing subgroup and students from ELL, IEP and FRL by 5% as measured by school-wide formative assessments.

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4.1

In order to strengthen the school’s instructional program, we are working to develop a healthy Tier I program at our school. To facilitate this, we developed a schedule to allow for every grade level to have a common 110 minute uninterrupted Literacy block for Tier I instruction. A Learning Strategist will be utilized to help coach teachers on providing quality Tier I instruction that is engaging, rigorous, and aligned to the standards. Sub release and prep buy-out will be provided to allow teachers time to collaborate and align instructional resources/materials, create common assessments, and analyze student data through PLC’s. Additional resources (AR/STAR) to enhance their learning during Tier I instruction will also be purchased with Focus funds.

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4.2

Teachers will use the Accelerated Reader (AR)/STAR program to encourage students to read literature at the appropriate reading levels in order to increase comprehension, literacy, and fluency. Teachers will analyze data reports from the AR/STAR program to assist in improving the differentiation of instruction to increase student achievement. AR/STAR licenses will be renewed to support Tier 1 instruction in reading. Tier II students in the IEP, FRL, and ELL subgroups who have met the exit criteria for Imagine Learning will continue to receive intervention through the use of Study Island and i-Ready.

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4.3 Teachers will receive Professional Development in engagement strategies, technology implementation, High Quality Sheltered Instruction (HQSI), Nevada Educator Performance Framework (NEPF) and Vocabulary Development to support instruction in math and reading.

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4.4

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Documents

School Performance PlanSchool Performance Plan School Name Diaz, Ruben P ES Address (City, State, Zip Code, Telephone): 4450 E Owens Ave Las Vegas, NV 89115, (702) 799-2120 Superintendent/Assistant