school performance plan · in addition, preliminary assessments for the 2016-2017 academic school...

School Performance Plan

School NameConners, Eileen ES

Address (City, State, Zip Code, Telephone):3810 Shadow Peak Dr

Las Vegas, NV 89129, (702) 799-1402

Superintendent/Assistant Chief: Pat Skorkowski / Kaweeda Adams

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Elementary

Classification: 3 Star

NCCAT-S: 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 PositionDenise Williams Parent Jennifer Gerber Assistant PrincipalAndrea Edmond Counselor Kimberly Todd StrategistSteve Piccininni Principal Yolanda Asimowicz First Grade Teacher

Brittany Dickinson First Grade Teacher Rachelle Spurlock Third Grade TeacherTina Jacobson Third Grade Teacher John Kirk Fourth Grade TeacherRob Games Fourth Grade Teacher Cathrin Joseph GATE Specialist

Nevada Department of Education Conners, Eileen ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/13/2016 Nevada Department of Education - June 2016

Amanda Howard Special Education 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 AMAOs/ELPA Analysis Nevada Alternate Assessment (NAA)Formative Assessments Practice NA Individualized Education Programs (IEP)Summative Assessments NA Availability of Curriculum for IEP StudentsTeacher/Administrator Observation Data 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.Data for the completion of the School Performance Plan included a review of all staff lesson plans, formative and summative assessments presented across each grade level, and coverage of the NSPF along with our statewide SBAC and NAA results. SBAC assessments and grade level summative assessments were analyzed to determine gaps in content instruction for all subgroups in order to ensure long term planning for the upcoming year would provide more opportunities for higher cognitive demand and student discourse for all students. The team also shared AMAO results and student IEP dynamics in order to determine whether or not all grade level curriculum was available to all students, and to plan where to place instructional emphasis. In addition, the staff reviewed previous instructional rounds data to determine specific content and instructional needs. The content for all NEPF trainings provided to staff was analyzed to determine the effectiveness of the staff development in terms of material presented and observations by administration in classrooms as well as student use of framework content. These observations were made in all classroom settings to include all students. Trends in teacher planning and student performance showed deficits in the use of DOK 3 and 4 instruction across both summative and formative assessments. In addition, preliminary assessments for the 2016-2017 academic school year showed a high number of students in grades K-3 not proficient in reading.



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:Strategic reasoning and extended reasoning (Level 3 and 4) Depth of Knowledge (DOK) levels were not consistently present in questioning and academic tasks (NEPF 2 and 3).

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading from 53% (2016) to 61% (2017) as measured by state assessments.

Monitoring Status

N/A

ACTION PLAN MONITORING PLAN

Action Step(please only list one action step per

box)

Resources and Amount Needed

for Implementation(people, time, materials, funding

sources)

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

action step is in progress or has occurred.

List Timeline, Benchmarks, and Position ResponsibleMonitoring

Status

1.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Professional development will include the following: 1) Targeting NEPF 2 (High cognitive Demand) and NEPF 3 (Discourse) through staff break out sessions and planning opportunities to ensure consistent presentation of reading curriculum. 2) Read By Three 3) NVACs Novel Units 4) DOK 5) DRA

Read By Three grant funds for learning strategist, DRA assessment kits, teacher pay for tutoring, myON E-books school site license, and sub pay and $22/hour money for professional development.

PLC agenda sheets, staff development agendas, Grade level lesson plans addressing timeline for NVACS instruction, administrative observation & notes, and DRA, myON, and tutoring student data reports.

Read By Three Learning Strategist Coach, Grade Level Chairpersons, and Professional Development planning committee to work collaboratively with administration to ensure this action step occurs throughout the school year. - Agendas and Sign-In sheets for PD (Strategist/Admin, monthly), - Read By Three literacy plans (Strategist/Admin, monthly), - PLC's, grade level meetings (Grade Level Lead Teachers, monthly), - Site based collaboration time/Master Schedule (Admin, monthly).

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: Yes NCCAT-S Indicators: Staff will offer multiple Academic Nights and parent meetings for families to: 1) emphasize the use of myON literacy program at home nightly 2) understand the importance of reading (to include the increased emphasis on nightly reading) 3) increase discourse with students regarding all areas of academic learning

Funding for literacy night resources (books, "make & take" resources,etc). General Budget: $1,000 Title I Parent Involvement: Refreshments ($100) Instructional Materials ($400) Books ($714)

1) myOn student data 1-3) Literacy Night sign-in sheets and planning resources, parent evaluations, and student reading logs.

September 2016 - June 2017. Parent involvement committee, Learning Strategist, and other site based staff.

N/A

Comments:

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

Year: YesNCCAT-S Indicators:

Teachers will implement the following: 1) strategies from High cognitive Demand & Discourse 2) Read By Three initiatives 3) small group implementation of Novel Units within the Literacy Framework 4) Strategic reasoning and extended reasoning (Level 3 and 4) Depth of Knowledge (DOK) levels embedded within instruction.

Instructional resources aligned to the Nevada Academic Content Standards to include NVACS website, Curriculum Engine, CCSD teacher conferences and Interact. Read By Three grant funds for learning strategist, DRA assessment kits, teacher pay for tutoring, myON E-books school site license, and sub pay and $22/hour money for professional development. Title I : Software (STAR/AR) ($7,412) Student desktop computers ($15,507) Chromebooks and Monitors ($37,470) Chromebook Carts ($6,250) Instructional Materials/Paper ($987)

Teacher-created common pre- and post assessment results, lesson plans noting small group instruction, DRA and other formative assessment results, and PLC agenda logs.

All staff who provide instruction will be responsible for the implementation of all steps. Administration will ensure this occurs through PLC agenda reviews, frequent observations and the review of lesson plans. - Agendas and Sign-In sheets for PD (Strategist/Admin, monthly), - Read By Three literacy plans (Strategist/Admin, monthly), - PLC's, grade level meetings (Grade Level Lead Teachers, monthly), - Site based collaboration time/Master Schedule (Admin, monthly).

N/A

Comments:

1.4 Other (Optional)Continuation From Last

Year: NoNCCAT-S Indicators:

Read By Three Initiative: A) Designate a strategist and/or teacher leader(s) and provide training on implementation of Read By Three Initiatives. B) Strategist/Teacher leaders will train staff. C) Administer and analyze state approved assessments to identify students at risk for additional intervention. D) Develop a literacy plan for students in grades K-3. E) Provide intervention and progress monitoring to identified students in addition to the reading block. F) Provide written notification to parents of students identified as having a deficiency in reading and devise a progress monitoring plan. G) Follow Senate Bill 391 regarding next steps.

- Administration, Learning Strategist, Lead Teachers (All resources listed above.)

- Agendas and Sign-In sheets for PD, - Read By Three literacy plans, - PLC's, grade level meetings, - Site based collaboration time


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:The staff requires more strategies and techniques necessary to increase discourse, experiential learning, and higher levels of DOK within Tier I instruction.

Measurable Objective 1:Reduce the ELA proficiency gap between the Black/African American subgroup (33.3%) and our supergroup (64.8%) from 31% to 23% by 2017 as measured by state assessments (SBAC).

Measurable Objective 2:Reduce the math proficiency gap between the Black/African American subgroup (25.4%) and our supergroup (48.2%) from 23% to 15% by 2017 as measured by state assessments (SBAC).

Monitoring Status

N/A


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

2.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Professional development will be held on the following: 1) All literacy strategies outlined in goal 1. 2) Experiential learning through STEM, Flying Classroom, etc. 3) Investigations and FOSS

Read By Three grant funds for learning strategist, DRA assessment kits, teacher pay for tutoring, myON E-books school site license, and sub pay and $22/hour money for professional development.

PLC agenda sheets, staff development agendas, Grade level lesson plans addressing timeline for NVACS instruction, administrative observation & notes, and DRA, myON, and tutoring student data reports.


N/A

Comments:



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

Responsible

Monitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Staff will offer an Academic Math/Science Night for parents to: 1) emphasize the importance of math skills and functional knowledge (to include the increased emphasis on nightly math fact review). 2) become familiar with inquires and skill building activities related to Science, Literacy, and Math.

Funding for math and science night resources (dice, playing cards, counting objects, etc.). General Budget: $1000 Title I Parent Involvement: Refreshments ($100) Instructional Materials ($400) Books ($714)

1-2) Academic Night sign-in sheets and planning resources, parent evaluations, and student math logs.

September 2016 - June 2017. Parent involvement committee, Learning Strategist, and other site based staff.

N/A

Comments:

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

Year: YesNCCAT-S Indicators:

Teachers will implement the following: 1) All literacy strategies outlined in goal 1. 2) Experiential learning strategies through STEM, Flying Classroom, etc. 3) Investigations and FOSS to emphasize hands on learning, increase engagement, and student discourse.

Instructional resources aligned to the Nevada Academic Content Standards to include NVACS website, Curriculum Engine, CCSD conferences and Interact. Read By Three grant funds for learning strategist, DRA assessment kits, teacher pay for tutoring, myON E-books school site license, and sub pay and $22/hour money for professional development. TItle I: Software (STAR/AR) ($7,412) Student desktop computers ($15,507) Chromebooks and Monitors ($37,470) Chromebook Carts ($6,250) Math Supplemental Materials/Invenstigations ($25,212) Instructional Materials/Paper ($987)

Teacher-created common pre- and post assessment results, lesson plans noting small and whole group instruction, formative assessment results, PLC agenda logs, and administrative observations and teacher feedback.


N/A

Comments:

2.4 Other (Optional)Continuation From Last

Year: NCCAT-S Indicators:

Additional instruction will be provided to identified students through 1) Two Certified Temporary Tutors (CTTs) will be providing small group instruction in grades K-5. 2) After school tutoring in grades K-3.

Read By Three grant funds for learning strategist, DRA assessment kits, teacher pay for tutoring, myON E-books school site license, and sub pay and $22/hour money for professional development. TItle I: Certified Temporary Tutor ($28,600)

1-2) Student rosters, student achievement data (AIMSweb and DRA)

1-2) Student rosters, student achievement data (AIMSweb and DRA)(CTTs, classroom teachers, Read By Three Learning Strategist, Admin - weekly/monthly)

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 district student achievement gap data.

Measurable Objective 1:100% of staff will be trained on cultural competency as measured by sign in sheets.

Monitoring Status

N/A


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

3.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: All staff will participate in cultural competency/diversity professional development for the purpose of increasing respectful and productive engagement among educators, students, families, and community.

School site counselor to consult with CCSD Equity and Diversity Department in partnership with National Academic Educational Partners and other community based organizations provided throughout the 2016-2017 academic year.

Staff will attend on site professional development. Participation will be verified through sign-in sheets.

Principal will ensure PD is provided throughout the 2016-2017 academic school year.

N/A

Comments:



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

Status

3.2 Family Engagement (Optional)Continuation From Last Year:

YesNCCAT-S Indicators:

Parents will be provided the opportunity to attend family nights/events geared towards helping parents learn skills that will benefit their child's education.

School Administration School Counselor Classroom Teachers Organizational Team Learning Strategist Title 1 funding to support events

Sign-in sheets and parent surveys for each event.

Administration, school counselor, Side-based specialists(Art, Library, PE, Music) and Community Cadre Members.

N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Optional) Continuation From Last Year: No NCCAT-S Indicators: Incorporate Edivate program into teacher artifact collection.

Edivate online program purchased through the Perfomance Zone

Materials saved in individual teacher files

Administration and classroom teachers

N/A

Comments:

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

Comments:



COMPONENT III: Budget Plan

COORDINATION OF FUNDS TO SUPPORT THE PLAN WITH OTHER PROGRAMS: Provide the sources of funds your school is currently receiving and identify the purposes for which those funds are

spent. Sources of funds may include General Budget, Title I , Title II, Title III, Migrant, Immigrant, Neglected & Delinquent, 21st Century After School Programs, Gear Up, IDEA, McKinney-Vento/Homeless, Head Start, state-funded Pre-Kindergarten, Teacher Incentive Fund, Striving Readers, and other state/federal funds.

Source of Funds applicable to Priority

Need/Goal

Amount Received for this

School Year

Purposes for which funds are used (include targeted audience, specific

activities, intended outcomes, etc.)Applicable Goal(s)

General fund $1,000

Materials to support the following:

Family Literacy/Math/Science night

Read By Three Initiatives

Family Involvement NightPLC focus time for data collection, analysis and differentiated instruction planning.

Goals 1, 2 and 3

Title I $121,440

Certified Temporary Tutor ($28,600)

Software (STAR/AR) ($7,412)

Student desktop computers ($15,507)

Chromebooks and Monitors ($37,470)

Chromebook Carts ($6,250)

Math Supplemental Materials/Invenstigations ($25,212)

Instructional Materials/Paper ($987)

Parent Involvement:

Refreshments ($100)

Instructional Materials ($400)

Books ($714)

Goals 1, 2 and 3



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.Conners Elementary administration and staff attract effective, highly-qualified teachers by building a strong community and culture with existing staff to create a positive learning and teaching environment.

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.Conners Elementary School has fully implemented the Read By Three Initiative and its components in order to provide families with a clear academic picture for their child's future success. In addition, family academic nights and podcasts are scheduled to offer parents the opportunity to see a model for working with students and gain an understanding of strategies presented across all curriculum and the 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 school's autism programs run from Pre-K (KIDS) through grade 5, giving all self-contained students the opportunity to stay on our campus for the duration of their elementary education. In addition, our counselor provides a field trip for all 5th grade students to attend their zoned middle school for the purpose of transitioning to the new campus, learning about extracurricular programs, and determining their schedules prior to the end of the school year. Finally, in order to help our 5th grade students make the transition to middle school, our grade level teachers have set up a departmentalized schedule whereby students rotate to two different teachers throughout the day in order to receive necessary instruction.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Teachers work with their grade levels to determine common assessments and work through PLC meetings to analyze data and plan for future instruction and assessment. In addition, the site has chosen to participate in benchmark testing (AIMSweb, STAR, and DRA) for all students in grades K-5, and SBAC practice tests in grades 3-5.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsEileen Conners Elementary School is a first-year Title 1 school that services approximately 800 students each year. We are located in the Northwest part of the valley and are home to a diverse population of students to include 4 self-contained autism classrooms in grades Pre-K through Fifth grade. We do not currently have an active PTA or PTO. However, we have assembled a team of parent volunteers who assist in daily activities and family events to ensure our community feels welcome and a part of the decision making here at Conners ES. When identifying strengths, we noted that as our students moved from grade 3 to 4 to 5, we saw an increase in proficiency rates for ELA. In addition, our students overall outperformed the district in both ELA and Math. Our areas of target for the 2016-2017 SPP include more instruction in NEPF 2 (High Cognitive Demand) and 3 (Student Discourse), more opportunities for students to work with DOK 3 and 4 tasks, addressing the needs (both academically and socially) of our Black/African American subgroup (closing the achievement gap), fostering a culturally compenent staff for the purpose of drawing in our community, and significantly reducing the number of K-3 non-proficient readers. In order to address the areas of target, we have outlined our action steps in goals 1, 2, and 3 for the purpose of increasing our overall student achievement.



APPENDIX A - Professional Development Plan

1.1Professional development will include the following: 1) Targeting NEPF 2 (High cognitive Demand) and NEPF 3 (Discourse) through staff break out sessions and planning opportunities to ensure consistent presentation of reading curriculum. 2) Read By Three 3) NVACs Novel Units 4) DOK 5) DRA

Goal 1 Additional PD Action Step (Optional)Conners ES admin will work collaboratively with staff & site instructional leaders to monitor and assist teachers in the implementation of standards (discourse, cognitive skill development, & metacognition) set forth in the NEPF, professional Student Learning Goals, and the NVACS in order to increase Grade 3 proficiency rates in reading and reduce subgroup achievement gaps in both reading and math.

2.1Professional development will be held on the following: 1) All literacy strategies outlined in goal 1. 2) Experiential learning through STEM, Flying Classroom, etc. 3) Investigations and FOSS

Goal 2 Additional PD Action Step (Optional)

3.1All staff will participate in cultural competency/diversity professional development for the purpose of increasing respectful and productive engagement among educators, students, families, and community.

Goal 3 Additional PD Action Step (Optional)



APPENDIX B - Family Engagement Plan

1.2Staff will offer multiple Academic Nights and parent meetings for families to: 1) emphasize the use of myON literacy program at home nightly 2) understand the importance of reading (to include the increased emphasis on nightly reading) 3) increase discourse with students regarding all areas of academic learning

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Staff will offer an Academic Math/Science Night for parents to: 1) emphasize the importance of math skills and functional knowledge (to include the increased emphasis on nightly math fact review). 2) become familiar with inquires and skill building activities related to Science, Literacy, and Math.


3.2Parents will be provided the opportunity to attend family nights/events geared towards helping parents learn skills that will benefit their child's education.




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 53% (2016) to 61% (2017) as measured by state assessments.

StatusN/A

Comments:

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

Mid-Year End-of-Year

1.1Professional development will include the following: 1) Targeting NEPF 2 (High cognitive Demand) and NEPF 3 (Discourse) through staff break out sessions and planning opportunities to ensure consistent presentation of reading curriculum. 2) Read By Three 3) NVACs Novel Units 4) DOK 5) DRA

N/A

Progress

Barriers

Next Steps

1.2Staff will offer multiple Academic Nights and parent meetings for families to: 1) emphasize the use of myON literacy program at home nightly 2) understand the importance of reading (to include the increased emphasis on nightly reading) 3) increase discourse with students regarding all areas of academic learning

N/A

Progress



Barriers

Next Steps

1.3Teachers will implement the following: 1) strategies from High cognitive Demand & Discourse 2) Read By Three initiatives 3) small group implementation of Novel Units within the Literacy Framework 4) Strategic reasoning and extended reasoning (Level 3 and 4) Depth of Knowledge (DOK) levels embedded within instruction.

N/A

Progress

Barriers

Next Steps

1.4

Read By Three Initiative: A) Designate a strategist and/or teacher leader(s) and provide training on implementation of Read By Three Initiatives. B) Strategist/Teacher leaders will train staff. C) Administer and analyze state approved assessments to identify students at risk for additional intervention. D) Develop a literacy plan for students in grades K-3. E) Provide intervention and progress monitoring to identified students in addition to the reading block. F) Provide written notification to parents of students identified as having a deficiency in reading and devise a progress monitoring plan. G) Follow Senate Bill 391 regarding next steps.

N/A

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in both reading and math.


Reduce the ELA proficiency gap between the Black/African American subgroup (33.3%) and our supergroup (64.8%) from 31% to 23% by 2017 as measured by state assessments (SBAC).Reduce the math proficiency gap between the Black/African American subgroup (25.4%) and our supergroup (48.2%) from 23% to 15% by 2017 as measured by state assessments (SBAC).

StatusN/A

Comments:



2.1 Professional development will be held on the following: 1) All literacy strategies outlined in goal 1. 2) Experiential learning through STEM, Flying Classroom, etc. 3) Investigations and FOSS N/A

Progress

Barriers

Next Steps

2.2Staff will offer an Academic Math/Science Night for parents to: 1) emphasize the importance of math skills and functional knowledge (to include the increased emphasis on nightly math fact review). 2) become familiar with inquires and skill building activities related to Science, Literacy, and Math.

N/A

Progress



Barriers

Next Steps

2.3 Teachers will implement the following: 1) All literacy strategies outlined in goal 1. 2) Experiential learning strategies through STEM, Flying Classroom, etc. 3) Investigations and FOSS to emphasize hands on learning, increase engagement, and student discourse. N/A

Progress

Barriers

Next Steps

2.4 Additional instruction will be provided to identified students through 1) Two Certified Temporary Tutors (CTTs) will be providing small group instruction in grades K-5. 2) After school tutoring in grades K-3. N/A

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 be trained on cultural competency as measured by sign in sheets.

StatusN/A

Comments:



3.1 All staff will participate in cultural competency/diversity professional development for the purpose of increasing respectful and productive engagement among educators, students, families, and community. N/A

Progress

Barriers

Next Steps

3.2 Parents will be provided the opportunity to attend family nights/events geared towards helping parents learn skills that will benefit their child's education. N/A

Progress



Barriers

Next Steps

3.3 Incorporate Edivate program into teacher artifact collection. N/A

Progress

Barriers

Next Steps

3.4 N/A

Progress

Barriers

Next Steps



school performance plan · in addition, preliminary assessments for the 2016-2017 academic school...

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