school performance planccsd.net/schools/school-performance-plans/pdfs/... · brenda james/paola...

School Performance Plan

School NameDailey, Jack ES

Address (City, State, Zip Code, Telephone):2001 E Reno Ave

Las Vegas, NV 89119-2235, (702) 799-5690

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: NA

Grade Level Served: Elementary

Classification: 3 Star

NCCAT-S: Not Required

*1 and 2 Star Schools Only:Please ensure that the following

documents will be available upon request ☐ Use of Core Instructional Materials ☐ Scheduling ☐ Model School Visits

Members of Planning Team * ALL Title I schools must have a parent on their planning team that is NOT a district employee.

Name of Member Position Name of Member PositionKeylonda Burgess Parent Christy Benavidez/Daisy Hernandez Fourth Grade Teachers

Delma Manka/Evangeline Gonzales Fourth Grade Teachers Catherine Hernandez/Michael Kuzmish Third Grade TeachersCourtney Collins/Ashlee Jones Second Grade Teachers Claudia Cabada/Denise Donoso Special Education Teachers

Barbara Silvestri/Ericka Duesterhaus Special Education Teachers Gaby Pecjak SPTA Support StaffSherl Jackson / Velma Delgado TFA/SPTA Claudia Alvarez / Kristy Robinson IA / SPTA

Dr. M. Olivia Egemba Principal Jill Hughes Assistant PrincipalJulie Tolbert/Scott Stage/Michael DeSario Learning Strategists Brenna Liudahl/Karli Chessani Third Grade Teachers

Nevada Department of Education Dailey, Jack ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/14/2016 Nevada Department of Education - June 2016

Alexis Wayne/Ashley Thompson/Shaun Stage First Grade Teachers Raquel Young/Christine Webb First Grade Teachers

Donald Jackson/Shazad Chaudhry Fifth Grade Teachers Laura Blackmore/Debbie Sherman/Stephanie Castellano Kindergarten Teachers

Bridgette Buhlman/Jennifer Nguyen/Clorinda Jacobson Kindergarten Teachers Nina Wu Larsen/Kristina Carter/Robin Novotny Special Education Teachers

Sylvia Andersen/Jennifer Yupangco/Andres De La Rosa Preschool Teachers Stacie Sillitoe/Gena Petrov Read By Grade 3/Learning Strategist

Laura Ulloa/Janice Ross 5th Grade Teachers Claudia Quintela/Delores Borja Office Manager/TFABrenda James/Paola Alba/Ashley Murphy 2nd Grade Teachers Yosimar Munoz-Olay/Gemma Shaw/Yvonne Vaughn PE / Music / Art

Brian Tolbert/Sharon Sloan Counselor/SPTA



COMPONENT I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)

DATA REVIEWED & ANALYZED:

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

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

Statewide Assessments NA NASummative Assessments NA NANA NA NANA NA NANA NA NAOther: demographic data Other: summative data Other: summative dataOther: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.Based on 2015-16 data, Dailey Elementary is ranked a three-star school based on the Nevada School Performance Framework. Our demographic data identified Asian/Pacific Islander (3.0%), African-American (11%), White/Caucasian (7%), Native American (1%), Hispanic/Latino (73%), Multi-race (5%), FRL( 83%), IEP (13%), and EL (43%) with a total of 735 K-5 students based on the 2016-17 Official NDE Validation Day data. We are a Title I and ZOOM school and follow the ZOOM model with fidelity.Our results of the first year of the administration of the Smarter Balanced Assessment in the 2015-16 school year showed that 44% of our grades 3-5 students met or exceeded proficiency in ELA. 40% of our grade 3-5 students met or exceeded in math. Among all Zoom schools in Performance Zone 15, Dailey ranked #1 overall in math and #2 overall in ELA. Third grade students ranked #1 in PZ15 with an overall ELA proficiency of 46%. 3rd, 4th, and 5th grade students ranked #1 in PZ15 with math scores of 56% in third grade, 36% in fourth grade, and 28% in fifth grade.



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:District Goal: Increase Grade 3 proficiency rates in reading.

Root Causes:The students have a lack of exposure to academic language and vocabulary. There are multiple programs and assessments on campus with different academic language which confuses the students.

Measurable Objective 1:Increase the percentage of 3rd grade students proficient in reading from 45.74% to 50.74% by 2017 as measured by SBAC.

Measurable Objective 2:Increase the percentage of K-5 students proficient in reading from 23% to 60% by June, 2017 as measured by I-Ready.

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: No NCCAT-S Indicators: 1. All grade level teachers will complete Read by Grade 3 professional development 2. Teachers will receive professional development with teaching academic language using verbal, written, synonyms, pictorial examples, etc. 3. Teachers will use collaborative planning time to construct spiral review questions utilizing academic vocabulary

Classroom Teachers, Early Arrival PD Makeup Days, Read by Grade 3 Learning Strategist, Learning Coach, ELL Student Success Advocate, Title I Learning Strategists, Administrators.

Professional Development evaluations/training sign in sheets, Interim Assessments, I-Ready Benchmark Assessments, common assessments, Collaborative Planning Minutes, administrator observation notes.

1. Read by Grade 3: Classroom Teachers, Read by Grade 3 Learning Strategist, Administrators; Monthly September-May 2. Classroom Teachers, Administrators, Learning coach; (January,2017) 3. Classroom Teachers, Learning Coach, Administrators; (February, 2017)

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: No NCCAT-S Indicators: Family Literacy Night Activities and Dailey Brew Meetings will focus on supporting students with academic vocabulary as well as FACES presentations including the following topics: attendance, parenting, parent organization, success for all students, effective home/school communication, building a safe and respectful learning environment, flipped/blended classrooms, 100 ways to raise a reader, and S.T.E.M. Staff will include academic vocabulary as one of the stations at Parent Institute, as well as through Spread the Word Nevada's Books and Buddies, Breakfast and Books, and home library programs

Title I Learning Strategists, Read by Grade 3 Learning Strategist, Learning Coach, Classroom Teachers, Administrators. Spread the Word Nevada, FACES (Family and Community Engagement Services), Bilingual Family/School Engagement Liason, Title III

Family Night agendas, Dailey Brew agendas, Title I Sign In Sheets, Evaluations. Attendance counts and/or sign-in sheets from family events, Parent survey data, Site logs of parent contact and activities,

Every three months, Title I Learning Strategists, Read by 3 Learning Strategist, Learning Coach, Administrators

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: No NCCAT-S Indicators: Teachers will write and deliver all spiral review questions in academic language prior to SBAC assessment and use consistent academic language in teaching. Teachers will write common assessments and analyze student data during PLC Collaboration Time.

1.Classroom Teachers, Grade Level PLC Time, Learning Coach, Read by 3 Learning Strategist 2.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) 3. ELL extra duty pay for after school tutoring

Teacher lesson plans, I-Ready, Interim Assessments, Common Assessments, Admin observation notes, Imagine Learning (ELL Tutoring), PLC Agendas and Minutes

September 2016-June 2017; Classroom Teachers, Learning Coach, Read by 3 Learning Strategist, Administrators; ELL Tutoring September 2016-May 2017, Title I Learning Strategist

N/A

Comments:

1.4 Other (Optional)Continuation From

Last Year: YesNCCAT-S Indicators:

1) Zoom Pre-K half days Mon-Thurs; 2) Full day Kindergarten (CSR) 3) Zoom Reading Center 4) Zoom Summer Academy/Intersession provide 17 additional days of instruction

1) 1 Teacher, 1 Family Assistant, NVACS-aligned thematic units (Zoom); 2) CCSD Literacy Framework with supplementary materials for differentiated instruction (Zoom); 3) 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) 4) Themed units aligned to Literacy Framework and NVACS, Envisions Math and ReadyGen Reading curriculums, licensed and support staff, transportation personnel, nurses, crossing guards, subs, presenters, and classroom supplies (Zoom)

1) Teaching Strategies Gold Student Achievement Checkpoints (3 times per year), 1/2/3/4) WIDA (2 times per year)

1) Zoom Pre-K Teacher, Family Assistant, and Administrator (2015-16 school year) 2) Zoom Kindergarten teachers, Administrator (2015-2016 school year) 3) Project Facilitator, long-term substitute, para-professional tutors, Administration and Assistant Chief (2015-16 school year) 4) Administration and Assistant Chief (2015-16 school year)

N/A

Comments:




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

Priority Need/Goal 2:District Goal: Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in both reading and math. School Goal: Increase English Language Learner proficiency rates in grades K-5.

Root Causes:The English Language Learners have a lack of exposure to academic language and vocabulary. There are multiple programs and assessments on campus with different vocabulary for each one which confuses the students.

Measurable Objective 1:Increase the percentage of 3rd grade English Language Learners who are on or above grade level in reading as measured by end of the year assessments from 31.48% to 60% by June 2017.

Measurable Objective 2:Increase the percentage of K-2 English Language Learners who are on or above grade level in reading as measured by iReady from 13% to 60% by June 2017.

Measurable Objective 3:Increase the percentage of English Language Learners meeting AGP, as measured by ELPA, from 71.9% to 76.9% by June 2017.

Measurable Objective 4:Increase the percentage of K-5 students who are on or above grade level in math as measured by iReady from 15% to 60% by June 2017.

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: No NCCAT-S Indicators:



1. All grade level teachers will complete Read by Grade 3 professional development 2. All grade level teachers will complete ELL Master Plan (Cohort A) professional development. 3. Teachers will receive professional development with teaching academic language using verbal, written, synonyms, pictorial examples, etc. 4. Teachers will use collaborative planning time to construct spiral review questions utilizing academic vocabulary

Classroom Teachers, Early Arrival PD Makeup Days, Read by Grade 3 Learning Strategist ($81,000), Learning Coach, ELL Student Success Advocate, Title I Learning Strategists ($225,000), Administrators.

Professional Development evaluations/training sign in sheets, Interim Assessments, I-Ready Benchmark Assessments, common assessments, Collaborative Planning Minutes, administrator observation notes. Student Achievement Data as measured by WIDA/iReady (3 times per year)

1) Read by Grade 3: Classroom Teachers, Read by Grade 3 Learning Strategist, Administrators; Monthly September-May 2) All teachers and specialists, SSA/Title I Learning Strategist, Administrators; Bimonthly meetings September - May 3) Classroom Teachers, Administrators, Learning coach; (January,2016) 4) Classroom Teachers, Learning Coach, Administrators; (February, 2016)

N/A

Comments:

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

Responsible

Monitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: No NCCAT-S Indicators: Family Literacy Night Activities and Dailey Brew Meetings will focus on supporting students with academic vocabulary. Include academic vocabulary as one of the stations at Parent Institute

Title I Learning Strategists, Read by Grade 3 Learning Strategist , Learning Coach, Classroom Teachers, Administrators.

Family Night agendas, Dailey Brew agendas, Title I Sign In Sheets, Evaluations. Attendance counts and/or sign-in sheets from family events, Parent survey data, Site logs of parent contact and activities

Every three months, Title I Learning Strategists, Read by 3 Learning Strategist, Learning Coach, Administrators

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: No NCCAT-S Indicators: Teachers will write and deliver all spiral review questions in academic language prior to SBAC assessment and use consistent academic language in teaching. ELL Tutoring will be provided for identified ELL students in ELA 4 days a week for one hour each day.

1.Classroom Teachers, Grade Level PLC Time, Learning Coach, Read by 3 Learning Strategist 2.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) 3. ELL extra duty pay for after school tutoring

Teacher lesson plans, I-Ready, Interim Assessments, Common Assessments, Admin observation notes, Imagine Learning (ELL Tutoring), PLC Agendas and Minutes

September 2016-June 2017; Classroom Teachers, Learning Coach, Read by 3 Learning Strategist, Administrators; ELL Tutoring September 2016-May 2017, Title I Learning Strategist

N/A

Comments:

2.4 Other (Optional)Continuation From

Last Year: YesNCCAT-S Indicators:



1) Zoom Pre-K half days Mon-Thurs; 2) Full day Kindergarten (CSR) 3) Zoom Reading Center 4) Zoom Summer Academy/Intersession provide 17 additional days of instruction

1) 1 Teacher, 1 Family Assistant, NVACS-aligned thematic units (Zoom); 2) CCSD Literacy Framework with supplementary materials for differentiated instruction (Zoom); 3) 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) 4) Themed units aligned to Literacy Framework and NVACS, ReadyGen Reading and Envisions Math curriculums, licensed and support staff, transportation personnel, nurses, crossing guards, subs, presenters, and classroom supplies (Zoom)

1) Teaching Strategies Gold Student Achievement Checkpoints (3 times per year), 1/2/3/4) WIDA (2 times per year)

1) Zoom Pre-K Teacher, Family Assistant, and Administrator (2015-16 school year) 2) Zoom Kindergarten teachers, Administrator (2015-2016 school year) 3) Project Facilitator, long-term substitute, para-professional tutors, Administration and Assistant Chief (2015-16 school year) 4) Administration and Assistant Chief (2015-16 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:CCSD central office determined school staff needed Cultural Competency Training.

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

Monitoring Status

N/A



Resources and Amount

Needed for Implementation(people, time, materials, funding

sources)

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

step is in progress or has occurred.

List Timeline,

Benchmarks, and Position

Responsible

Monitoring

Status

3.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: All staff will participate in cultural competency/diversity professional development. All staff will participate in Cohort A ELL Master Plan professional development

Title I Learning Strategist/SSA, ELL Division

Sign in sheets from cultural competency professional development and Cohort A ELL Master plan; evaluations

Timeline: September, 2016-May 2017; Administration

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: Retention through 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.

Administration and Assistant Chief (2016-17 school year)

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)

Zoom $25,000,000 total fundingTotal 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.

Goals 1, 2 and 3

Title I and Parent Involvement Set-Aside $260,300

Title I Learning Strategists; Temporary Aide for Tier III instruction; translation equipment headphones; classroom books; toner, paper, instructional materials, refreshments, and extra duty pay for family engagement, extra duty pay for after school tutoring in ELA.

Goals 1, 2 and 3

ELL Funds $10,752After school, targeted, small group instruction focusing on language development for identified second language students. Goal 2

Read by Grade 3 Initiative $81,000 Read by Grade 3 Strategist- teacher training, parent training, student monitoring, coaching, and assessment 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.Dailey ES maintains a stable, collaborative staff who support each other and plan weekly together. Continuous professional development and support is provided by on-site academic coaches to ensure that teachers new to our school are adequately prepared for our school's academic programs. Communication is open between teachers and administrators. All staff members share in decision-making. We encourage practicum/student teacher participation and provide space for district professional development.

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.Dailey ES welcomes families to volunteer and to participate in school planning and activities. We provide monthly parent meetings including trainings from Family and Community Engagement Services (Dailey Brew), Family Nights (4), Zoom Family Literacy Nights (2) Food and Nutrition classes, as well as monthly PreK trainings. All written and Parentlink communication between school and home is provided in both English and Spanish. Monthly parent trainings and Family Nights translated into Spanish using our translation equipment. Staff conduct conferences with Spanish speaking interpreters. Parents are able to access information regarding student grades and attendance through the Infinite Campus Parent Portal.

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.).Students transitioning from Special Education PreK spend time weekly exposed to typical peers participating in the regular classroom; students from Title I funded PreK are exposed to the kindergarten classroom in the third trimester to ensure success. The Community Preschool Model is used combining students from general and special education settings in a team teaching situation. Students transitioning from fifth to six grade participate in middle school orientation and use planners on a daily basis. Teachers/counselors meet to plan scheduling. Vertical aligned meetings are held by all grades to plan successful transition.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Teachers use academic assessments; Tier 2 Intervention, Common Assessment Planning, Interim Assessment data, I-Ready Benchmark data, and math common assessments. Teacher cadres, grade level Professional Learning Teams (PLT) and PLC Leadership Team regularly examine assessments and how to utilize the information to improve instruction. STPT, grade level RTI, evaluation, and discussion are utilized to prepare effective intervention/accelerated instruction. Teachers analyze data to develop and implement SPP.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsDailey utilizes community partnerships through Spread the Word Nevada (ongoing Books and Buddies Mentors, monthly Books and Breakfast family activities, home library). ELL funds provide after school tutoring for identified students. Title I funds for 3 Learning Strategists and temporary aide for Tier III interventions, professional development, and materials. Read by Three Grant provides Learning Strategist to monitor students, train staff and parents, ensure that school is in compliance with state law.



APPENDIX A - Professional Development Plan

1.11. All grade level teachers will complete Read by Grade 3 professional development 2. Teachers will receive professional development with teaching academic language using verbal, written, synonyms, pictorial examples, etc. 3. Teachers will use collaborative planning time to construct spiral review questions utilizing academic vocabulary

Goal 1 Additional PD Action Step (Optional)

2.11. All grade level teachers will complete Read by Grade 3 professional development 2. All grade level teachers will complete ELL Master Plan (Cohort A) professional development. 3. Teachers will receive professional development with teaching academic language using verbal, written, synonyms, pictorial examples, etc. 4. Teachers will use collaborative planning time to construct spiral review questions utilizing academic vocabulary


3.1All staff will participate in cultural competency/diversity professional development. All staff will participate in Cohort A ELL Master Plan professional development




APPENDIX B - Family Engagement Plan

1.2Family Literacy Night Activities and Dailey Brew Meetings will focus on supporting students with academic vocabulary as well as FACES presentations including the following topics: attendance, parenting, parent organization, success for all students, effective home/school communication, building a safe and respectful learning environment, flipped/blended classrooms, 100 ways to raise a reader, and S.T.E.M. Staff will include academic vocabulary as one of the stations at Parent Institute, as well as through Spread the Word Nevada's Books and Buddies, Breakfast and Books, and home library programs

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Family Literacy Night Activities and Dailey Brew Meetings will focus on supporting students with academic vocabulary. Include academic vocabulary as one of the stations at Parent Institute


3.2




APPENDIX C - Monitoring/Evaluation

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

Measurable Objective(s):

Increase the percentage of 3rd grade students proficient in reading from 45.74% to 50.74% by 2017 as measured by SBAC.Increase the percentage of K-5 students proficient in reading from 23% to 60% by June, 2017 as measured by I-Ready.

StatusN/A

Comments:

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

Mid-Year End-of-Year

1.11. All grade level teachers will complete Read by Grade 3 professional development 2. Teachers will receive professional development with teaching academic language using verbal, written, synonyms, pictorial examples, etc. 3. Teachers will use collaborative planning time to construct spiral review questions utilizing academic vocabulary

N/A

Progress

Barriers

Next Steps

1.2

Family Literacy Night Activities and Dailey Brew Meetings will focus on supporting students with academic vocabulary as well as FACES presentations including the following topics: attendance, parenting, parent organization, success for all students, effective home/school communication, building a safe and respectful learning environment, flipped/blended classrooms, 100 ways to raise a reader, and S.T.E.M. Staff will include academic vocabulary as one of the stations at Parent Institute, as well as through Spread the Word Nevada's Books and Buddies, Breakfast and Books, and home library programs

N/A

Progress



Barriers

Next Steps

1.3 Teachers will write and deliver all spiral review questions in academic language prior to SBAC assessment and use consistent academic language in teaching. Teachers will write common assessments and analyze student data during PLC Collaboration Time. N/A

Progress

Barriers

Next Steps

1.4 1) Zoom Pre-K half days Mon-Thurs; 2) Full day Kindergarten (CSR) 3) Zoom Reading Center 4) Zoom Summer Academy/Intersession provide 17 additional days of instruction N/A

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:District Goal: Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in both reading and math. School Goal: Increase English Language Learner proficiency rates in grades K-5.


Increase the percentage of 3rd grade English Language Learners who are on or above grade level in reading as measured by end of the year assessments from 31.48% to 60% by June 2017.Increase the percentage of K-2 English Language Learners who are on or above grade level in reading as measured by iReady from 13% to 60% by June 2017.Increase the percentage of English Language Learners meeting AGP, as measured by ELPA, from 71.9% to 76.9% by June 2017.Increase the percentage of K-5 students who are on or above grade level in math as measured by iReady from 15% to 60% by June 2017.

StatusN/A

Comments:



2.1

1. All grade level teachers will complete Read by Grade 3 professional development 2. All grade level teachers will complete ELL Master Plan (Cohort A) professional development. 3. Teachers will receive professional development with teaching academic language using verbal, written, synonyms, pictorial examples, etc. 4. Teachers will use collaborative planning time to construct spiral review questions utilizing academic vocabulary

N/A

Progress

Barriers

Next Steps

2.2 Family Literacy Night Activities and Dailey Brew Meetings will focus on supporting students with academic vocabulary. Include academic vocabulary as one of the stations at Parent Institute N/A



Progress

BarriersNext Steps

2.3 Teachers will write and deliver all spiral review questions in academic language prior to SBAC assessment and use consistent academic language in teaching. ELL Tutoring will be provided for identified ELL students in ELA 4 days a week for one hour each day. N/A

Progress

Barriers

Next Steps

2.4 1) Zoom Pre-K half days Mon-Thurs; 2) Full day Kindergarten (CSR) 3) Zoom Reading Center 4) Zoom Summer Academy/Intersession provide 17 additional days of instruction N/A

Progress

Barriers

Next Steps




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


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

StatusN/A

Comments:



3.1 All staff will participate in cultural competency/diversity professional development. All staff will participate in Cohort A ELL Master Plan professional development N/A

Progress

Barriers

Next Steps

3.2 N/A

Progress



Barriers

Next Steps

3.3 N/A

Progress

Barriers

Next Steps

3.4 Retention through financial incentives, opportunities for professional growth, administrative support and leadership, school culture and working conditions. N/A

Progress

Barriers

Next Steps



school performance planccsd.net/schools/school-performance-plans/pdfs/... · brenda james/paola...

Documents