School Performance PlanSteele ES earned 70.2% proficiency rate in reading for the 2018-2019 as measured by the Smarter Balance Assessment Consortium. Steele ES earned 68.5% proficiency

School Performance Plan

School NameSteele, Judith ES

Address (City, State, Zip Code, Telephone):6995 W Eldorado Ln

Las Vegas, NV 89113, 7027992201

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

For Implementation During The Following Years: 2019-2020

The Following MUST Be Completed:

Title I Status: Served

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 VisitsMembers 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 PositionSeth Shanahan Parent Brittany Jones Parent

Taylor Burt Parent Alan Westwood Assistant PrincipalJacquelynn Walker Principal Amanda Previlon Counselor

Denise Lovern Teacher Deborah Meldrum TeacherAngela Casto Support Staff

Nevada Department of Education Steele, Judith ES 2019-2020Clark County School District

Last Date Review/Revised By Planning Team - 11/05/2019 Page 1 Nevada Department of Education - June 2017

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)Interim Assessments Achievement Gap Data Achievement Gap DataTeacher/Administrator Observation Data AMAOs/ELPA Analysis Individualized Education Programs (IEP)NA NA NANA NA NAOther: Other: Other:Other: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.Steele ES earned 70.2% proficiency rate in reading for the 2018-2019 as measured by the Smarter Balance Assessment Consortium. Steele ES earned 68.5% proficiency rate in math for the 2018-2019 as measured by the Smarter Balance Assessment Consortium. This continues a 3 year trend of increasing scores in Math. Math increased from 49.8% in 2016 to 63.8% in 2017 then 64.7% in 2018 and 68.5 in 2019. Students achieved over 10% growth in meeting AGP in Reading over 3 years. In ELA, students meeting AGP increased from 59.3% in 2017 then 62% in 2018 and 72.3% in 2019. Positive trends include an increase in Math proficiency by 4%. Black/African American students increased the Reading AGP from 53.8 to 65 and Math AGP from 38.4 to 55. Proficiency rates in reading and math are both above the state and district rate. Our area of concern is a negative trend in Closing Opportunity Gaps for all students. A three year decrease in non proficient students meeting AGP in Math was identified, despite proficiency rates trending up over the same 3 year period. Non proficient students meeting AGP in Math 2017-51% 2018-44% 2019-34.7%



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. -Increase overall reading proficiency on the SBAC in grades 3-5. Increase the percent of proficient students from 70.2% to 75% in grades 3-5 in reading by 2020 as measured by state assessment (SBAC).

Root Causes:Need to deliver differentiated instruction for all students, including accelerarted students and students with deficiencies.

Measurable Objective 1:Increase overall reading proficiency on the SBAC in grades 3-5. Increase the percent of proficient students from 70.2% to 75% in grades 3-5 in reading by 2020 as measured by state assessment (SBAC).

Measurable Objective 2:Reduce the percentage of students scoring non-proficient by 10%, as measured by the MAP assessment. Fall 2019: 1st-30%, 2nd-44%, 3rd-26%

Measurable Objective 3:The percentage of student in grades 1-5 who met projected growth, as measured by MAPs will be 50% or greater. Fall 2019 2nd-39% 3rd-40% 4th-52% WInter 2019:

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: PD of effective strategies for implementing the CCSD core literacy framework including utilizing technology for differentiated instruction. Develop site based PD team focusing on effective PLCs, Guided Reading Groups, and Differentiation strategies.

Read by 3 coach, core reading materials, PLC training

Agenda, Evaluations, Lesson Plans, tech program usage reports, EasyCBM, MAP, STAR, iReady and SBAC scores

Assessments administered monthly and three times a year, PLC data analysis Administration, Read by 3 coach, Grade Level Chairs

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: YesNCCAT-S Indicators:

Parentlink will be used to communicate with parents about school events. Parent Academic Night will be offered to provide parents with academic strategies to reinforce focus skills for reading proficiency. Annual Spelling Bee and Academic Night held. Establish a school Facebook page to share good news and quarterly Pastries with the Principal. Monthly communication with the Stallion Roundup newsletter. Data regarding improvements in student reading ability will be shared with parents during PSTAPT. Progress reports will be distributed monthly.

Teachers, necessary materials for make-and-takes

Parent sign in sheets, make and take materials, Parent Survey

Fall-Open House(all staff),Spelling Bee(GATE Specialist), JA in a Day(Community Volunteers); Winter-Chess Tournament Winter-Academic Night(Math and Reading Cadre) Spring-Nevada Reading Week-Reading Cadre

N/A

Comments:

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


Implement the CCSD Core Literacy Framework, including utilizing technology for differentiated instruction. Teachers will conference with students to utilize data and develop individual student learning goals. PD team will conduct monthly walk throughs to focus PLC conversations.

AR/STAR-Strategic Budget-$14,545.00 Ready/iReady Reading-Strategic Budget-$32,375.50 ST Math-Students Generated Funds-$3,999.00

Lesson plans, classroom observations, student assessment data

Site administration-classroom observations-weekly Site PD team-modeling strategies-weekly Site PD team-instructional rounds-3 times

N/A

Comments:

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

Comments:





Priority Need/Goal 2:Reduce the overall achievement gap percentage points between highest and lowest performing ethnic/racial subgroups in both reading and math. -Increase the number of math proficient students in the Black/African American subgroup from 45.3% to 55% proficient in order to close the achievement gap between our highest and lowest performing subgroup in grades 3-5 in math by 2020 as measured by state assessments. -Increase the number of reading proficient students in the ELL subgroup from 37% to 47% proficient in order to close the achievement gap between our highest and lowest performing subgroup in grades 3-5 in reading by 2020 as measured by state assessments.

Root Causes:According to the 2018-2019 SBAC data, there is a need for teachers to plan and deliver rigorous instruction along with placing appropriate cognitive demand on all learners.

Measurable Objective 1:Increase the number of math proficient students in the Black/African American subgroup from 45.3% to 55% proficient in order to close the achievement gap between our highest and lowest performing subgroup in grades 3-5 in math by 2020 as measured by state assessments.

Measurable Objective 2:Increase the number of reading proficient students in the ELL subgroup from 37% to 47% proficient in order to close the achievement gap between our highest and lowest performing subgroup in grades 3-5 in reading by 2020 as measured by state assessments.

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:



Teachers will participate in PD on implementing the CCSD core literacy and math framework during Professional Learning Communities. PD will be designed utilizing teacher surveys and subgroup data (ELL, IEP and FRL) then delivered in differentiated workshops to include the following: tier 1 precision instruction, Daily 5, project based learning, reading comprehension strategies, flexible differentiated reading instruction (teacher/student tasks), Kagan, explicit phonics, guided reading groups, ST Math, iReady, etc. Read by 3 Coach and the Site PD Team to analyze data to plan for differentiated and flexible groupings during tier 1 instruction.

PD & Materials: After school tutoring (ELL Title III), core reading materials, ST Math, Kagan resources, iReady, Accelerated Reader, Exemplar Texts, Novel Sets, Chromebooks

PD Agendas, Sign-in sheets & Evaluations, Lesson Plans, instructional round data, ST Math, Read by Grade 3 Student Literacy Performance Plan, STAR Reading Results, NEPF observation cycle, benchmark assessments, common assessments, iReady diagnostic assessments, EasyCBM (progress monitoring), MAP assessments, SBAC scores

Administration, teachers, parent curriculum nights, and seasonal parent activities. Teachers will send home progress reports monthly, fill out SLPPs Student Success Advocates

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


Parent Involvement will include Parent Conferences, progress reports, regular Infinite Campus communication, Muffins for Moms, Donuts for Dads, and Academic Night will be held to promote family engagement in literacy and math, the school will host parent curriculum nights, parent approval of Read by Grade 3 Student Literacy Performance Plan (SLPP), and the election & participation of the School Organizational Team (SOT) parent members.

Teachers, Flyers/Handouts of specific strategies to address foundational concepts in reading and math (such as blending, building fluency, number identification, math facts, problem solving, etc.)

Parent Sign-in Sheets, course agendas, flyers, and SLPP

Administration, strategists, teachers, parent curriculum nights, and seasonal parent activities. Teachers will send home progress reports monthly

N/A

Comments:

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


Implement a system of precision instruction following the CCSD Core Literacy & Math Framework along with Ready Math (secondary curriculum source), and Daily 5. Utilizing data and teacher strengths, teams of teachers will be identified as blended partners. This will allow a teacher to narrow their focus and expertise in one content area to increase student achievement and impact a larger number of students. Classroom teachers will use data to target student literacy and math needs to meet with flexible small groups regularly. Teachers will utilize the following literacy and math based resources to further differentiate student instruction: ST Math, iReady, Accelerated Reader, Explicit Phonics, Kagan Structures. Before and after school tutoring will be provided to ELL students in the Spring.

Tutors (ELL Title III) Ready Reading, Ready Math , ST Math, iReady software and books, Reading A-Z (leveled readers),EasyCBM, AR. Technology to support interventions: Chromebooks, iPads, desktops, mice, and headphones. (Site Strategic Budget)

Weekly technology program reports, Admin NEPF observation cycles, lesson plans, EasyCBM, Progress Monitoring results, progress reports, and SBAC scores.

Administration will conduct classroom observations and lesson plan reviews monthly. Teachers & Strategists will analyze assessment results during weekly grade level meetings. Teachers & Strategists: August 2019- May 2020 iReady Benchmark 3x/year and weekly EasyCBM progress monitoring of IEP, ELL, FRL, and Tier 2/3 students, RTI Team created flow charts

N/A

Comments:



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

Comments:





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

Root Causes:There is a need for training in the area of cultural competency as evidenced by the District student achievement gap data.

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 ResponsibleMonitoring 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 E&DD Training materials from ELL

Sign-in sheets, agendas The principal is responsible for ensuring this action step takes place.

N/A

Comments:Steele ES will celebrate diversity in a variety of ways including special activities during February and May and offering after school activities where students can learn about other cultures.



Action StepResources and

Amount NeededList Artifacts/Evidence

Timeline and Position

ResponsibleMonitoring Status

3.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: In order to increase a respectful and productive engagement among educators, students and families, Be Kinds will be implemented along with Mandarin Club, Chess Club, Drums/Choir, School Musical, and 4H(STEM) Club.

SGF for enrollment dues, books

Sign in Sheets Meeting Agendas Parent Permission Slips

Teacher sponsors Administration

N/A

Comments:

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

Comments:

3.4 Other (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: A full time counselor position will be maintained to address cultural competency issues. A Behavior Intervention Team and Progressive Discipline Plan were created. PBIS school wide implementation. A school behavior committee was created to implement positive behavior supports as outlined in MTSS. Each classroom will implement MTSS.

School Counselor T-Shirts, banners, necklaces and beads - Student Generated Funds - $2447.00 Behavior Intervention Team Humanities Teacher

Assembly and Core Value schedule sent to parents, student awards, Progressive Discipline Plan, discipline referrals, Behavior Intervention Team, lesson plans, classroom observations

Counselor - HEARTS of Steele assemblies and award distribution - bi-monthly Behavior Intervention Team - monthly and as needed Administration - lesson plan review and classroom observations

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)

Title III $5,610 The Title III funds will be utilized to provide tutoring to our ELL students. Goal 2Strategic Budget $4,182,104.71 The Strategic Budget was utilized to fund teachers, support staff, and supplies. Goals 1, 2 and 3

SB178 $55,200 SB178 funded a class size reduction teacher for 5th grade. The funds were also utilized to purchase EasyCBM as a progress monitoring tool for students. 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.At Steele we aggressively seek highly qualified teachers by conducting thorough interviews, observing instructional practices, and by working closely with Human Resources to fill our vacancies. We have established a partnership with UNLV and are hosting 9 student teachers who will be eligible to teach in the 2019-2020 school year.

2. Describe the school's strategies to increase family engagement in accordance with Section 1116 of ESSA (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.Judith D. Steele ES will provide materials and training to help parents work with their children to improve the student’s achievement. Parent Informational Sessions that address academic standards are held with teachers. Parents are also trained on the use of technology as appropriate. The school provides access to educational resources for parents to use together with their children via the school’s website. Parents receive a monthly newsletter that is translated into all of the home languages served at the school site. Judith D. Steele ES will ensure that all information related to school and parent programs, meetings, and other activities is sent to parents in a format and, to the extent possible, in a language that parents can understand. Translators are provided to non-English speaking parents during parent meetings and school events when possible.

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.).Our fifth graders participation in Canarelli's Middle School's partnership program and high schools students in our zone serve as volunteers for After School events and tutoring. Canarelli offers a Math 6 Accelerated course on our campus everyday to provide for an articulation process that can better identify students for acceleration.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.PLC's are held on a weekly basis to discuss summative and formative assessments for long range planning and intervention /enrichment.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsTo the extent feasible, Judith Steele will provide, coordinate, and integrate parent involvement programs and activities. The school will provide parents with the opportunity to visit their child’s classroom and attend additional parent trainings. The school also offers links specifically for parents on our school website that encourages and supports parents to more fully participate in the education of their children. Judith D. Steele ES shall provide other reasonable support like translators, parent comment and suggestion sheets, and childcare, to the extent practicable, that parents may request for parental involvement activities.



Plan for improving the school climate Goal:We will increase the percentage of parents who strongly agree that, ¨The school actively seeks parent input before making important decisions" from 46% to 56%. We will also increase the percentage of staff who strongly agree that, ¨The school promotes staff and teacher participation in decision making that affects school practices and policies,¨ from 39% to 49%.

Action Plan: How will this plan improve the school climate?This plan will improve parent and staff participation, as well as create a cooperative and positive school climate. This will allow our school to promote a transparent school improvement plan with emphasis a strong working relationship with staff and committee stakeholders.

Monitoring Plan: How will you track the implementation of this plan?SOT meetings,along with Lead Team meetings will be held monthly to gather staff and parent input. School surveys will be conducted twice throughout the school year and the District wide parent survey will be utilized to track the implementation of the plan. Parents will complete a needs assessment to inform planning of parent training offerings during the school year.

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?The data gathered from the surveys and SOT/Lead Team meetings will be used to determine the successful implementation of the plan.



APPENDIX A - Professional Development Plan 1.1PD of effective strategies for implementing the CCSD core literacy framework including utilizing technology for differentiated instruction. Develop site based PD team focusing on effective PLCs, Guided Reading Groups, and Differentiation strategies.

Goal 1 Additional PD Action Step (Optional)

2.1Teachers will participate in PD on implementing the CCSD core literacy and math framework during Professional Learning Communities. PD will be designed utilizing teacher surveys and subgroup data (ELL, IEP and FRL) then delivered in differentiated workshops to include the following: tier 1 precision instruction, Daily 5, project based learning, reading comprehension strategies, flexible differentiated reading instruction (teacher/student tasks), Kagan, explicit phonics, guided reading groups, ST Math, iReady, etc. Read by 3 Coach and the Site PD Team to analyze data to plan for differentiated and flexible groupings during tier 1 instruction.


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




APPENDIX B - Family Engagement Plan 1.2Parentlink will be used to communicate with parents about school events. Parent Academic Night will be offered to provide parents with academic strategies to reinforce focus skills for reading proficiency. Annual Spelling Bee and Academic Night held. Establish a school Facebook page to share good news and quarterly Pastries with the Principal. Monthly communication with the Stallion Roundup newsletter. Data regarding improvements in student reading ability will be shared with parents during PSTAPT. Progress reports will be distributed monthly.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Parent Involvement will include Parent Conferences, progress reports, regular Infinite Campus communication, Muffins for Moms, Donuts for Dads, and Academic Night will be held to promote family engagement in literacy and math, the school will host parent curriculum nights, parent approval of Read by Grade 3 Student Literacy Performance Plan (SLPP), and the election & participation of the School Organizational Team (SOT) parent members.


3.2In order to increase a respectful and productive engagement among educators, students and families, Be Kinds will be implemented along with Mandarin Club, Chess Club, Drums/Choir, School Musical, and 4H(STEM) Club.




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase Grade 3 proficiency rates in reading. -Increase overall reading proficiency on the SBAC in grades 3-5. Increase the percent of proficient students from 70.2% to 75% in grades 3-5 in reading by 2020 as measured by state assessment (SBAC).

Measurable Objective(s):

Increase overall reading proficiency on the SBAC in grades 3-5. Increase the percent of proficient students from 70.2% to 75% in grades 3-5 in reading by 2020 as measured by state assessment (SBAC).Reduce the percentage of students scoring non-proficient by 10%, as measured by the MAP assessment. Fall 2019: 1st-30%, 2nd-44%, 3rd-26%The percentage of student in grades 1-5 who met projected growth, as measured by MAPs will be 50% or greater. Fall 2019 2nd-39% 3rd-40% 4th-52% WInter 2019:

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 PD of effective strategies for implementing the CCSD core literacy framework including utilizing technology for differentiated instruction. Develop site based PD team focusing on effective PLCs, Guided Reading Groups, and Differentiation strategies.

Progress

Barriers

Next Steps

1.2

Parentlink will be used to communicate with parents about school events. Parent Academic Night will be offered to provide parents with academic strategies to reinforce focus skills for reading proficiency. Annual Spelling Bee and Academic Night held. Establish a school Facebook page to share good news and quarterly Pastries with the Principal. Monthly communication with the Stallion Roundup newsletter. Data regarding improvements in student reading ability will be shared with parents during PSTAPT. Progress reports will be distributed monthly.



Progress

BarriersNext Steps

1.3Implement the CCSD Core Literacy Framework, including utilizing technology for differentiated instruction. Teachers will conference with students to utilize data and develop individual student learning goals. PD team will conduct monthly walk throughs to focus PLC conversations.

Progress

Barriers

Next Steps

1.4

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Reduce the overall achievement gap percentage points between highest and lowest performing ethnic/racial subgroups in both reading and math. -Increase the number of math proficient students in the Black/African American subgroup from 45.3% to 55% proficient in order to close the achievement gap between our highest and lowest performing subgroup in grades 3-5 in math by 2020 as measured by state assessments. -Increase the number of reading proficient students in the ELL subgroup from 37% to 47% proficient in order to close the achievement gap between our highest and lowest performing subgroup in grades 3-5 in reading by 2020 as measured by state assessments.


Increase the number of math proficient students in the Black/African American subgroup from 45.3% to 55% proficient in order to close the achievement gap between our highest and lowest performing subgroup in grades 3-5 in math by 2020 as measured by state assessments.Increase the number of reading proficient students in the ELL subgroup from 37% to 47% proficient in order to close the achievement gap between our highest and lowest performing subgroup in grades 3-5 in reading by 2020 as measured by state assessments.

StatusN/A

Comments:

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


2.1

Teachers will participate in PD on implementing the CCSD core literacy and math framework during Professional Learning Communities. PD will be designed utilizing teacher surveys and subgroup data (ELL, IEP and FRL) then delivered in differentiated workshops to include the following: tier 1 precision instruction, Daily 5, project based learning, reading comprehension strategies, flexible differentiated reading instruction (teacher/student tasks), Kagan, explicit phonics, guided reading groups, ST Math, iReady, etc. Read by 3 Coach and the Site PD Team to analyze data to plan for differentiated and flexible groupings during tier 1 instruction.

Progress

Barriers

Next Steps



2.2

Parent Involvement will include Parent Conferences, progress reports, regular Infinite Campus communication, Muffins for Moms, Donuts for Dads, and Academic Night will be held to promote family engagement in literacy and math, the school will host parent curriculum nights, parent approval of Read by Grade 3 Student Literacy Performance Plan (SLPP), and the election & participation of the School Organizational Team (SOT) parent members.

Progress

Barriers

Next Steps

2.3

Implement a system of precision instruction following the CCSD Core Literacy & Math Framework along with Ready Math (secondary curriculum source), and Daily 5. Utilizing data and teacher strengths, teams of teachers will be identified as blended partners. This will allow a teacher to narrow their focus and expertise in one content area to increase student achievement and impact a larger number of students. Classroom teachers will use data to target student literacy and math needs to meet with flexible small groups regularly. Teachers will utilize the following literacy and math based resources to further differentiate student instruction: ST Math, iReady, Accelerated Reader, Explicit Phonics, Kagan Structures. Before and after school tutoring will be provided to ELL students in the Spring.

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 2019-2020 school year as measured by sign-in sheets.

StatusN/A

Comments:

3.1 Professional Development: Steele ES will celebrate diversity in a variety of ways including special activities during February and May and offering after school activities where students can learn about other cultures.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 In order to increase a respectful and productive engagement among educators, students and families, Be Kinds will be implemented along with Mandarin Club, Chess Club, Drums/Choir, School Musical, and 4H(STEM) Club.

Progress



Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4A full time counselor position will be maintained to address cultural competency issues. A Behavior Intervention Team and Progressive Discipline Plan were created. PBIS school wide implementation. A school behavior committee was created to implement positive behavior supports as outlined in MTSS. Each classroom will implement MTSS.

Progress

Barriers

Next Steps



Documents

School Performance PlanSteele ES earned 70.2% proficiency rate in reading for the 2018-2019 as measured by the Smarter Balance Assessment Consortium. Steele ES earned 68.5% proficiency