school performance plan · sbac groups were also pulled for grades 3, 4, 5, where students did test...

School Performance Plan

School NameDailey, Jack ES

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

Las Vegas, NV 89119-2235, 7027995690

Superintendent/Region Superintendent: Jesus Jara /

For Implementation During The Following Years: 2019-2020

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Elementary

Classification: 3 Star

NCCAT-S: Initial

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

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

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

Name of Member Position Name of Member PositionRosalba Mendez Parent Joy Kessler ParentYaimi Morales Parent Jill Hughes Assistant Principal

Michael DeSario Title I Learning Strategist Stacie Sillitoe Read By Grade 3 StrategistSherl Jackson Support Staff Ashlee Jones 3rd Grade TeacherCheryle Trupp Principal Scott Stage Learning StrategistDelma Manka Title I Learning Strategist Evangeline Gonzales LLS

Nevada Department of Education Dailey, Jack ES 2019-2020Clark County School District

Last Date Review/Revised By Planning Team - 10/30/2019 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

Statewide Assessments AMAOs/ELPA Analysis NASummative Assessments Content/ESL Staffing and Professional Development NAInterim Assessments NA NANA 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.2019-2020 Demographic Data

Dailey ES serves 703 Students. This demographic data is consistent with past years for the most part, however. The ethnicity breakdown is below from Datalab as of 10/11/19:

Asian or Pacific Islander 3.13%Black 16.07%Caucasian 8.68%Hispanic 67.71%Multiracial 3.70%Native Hawaiian or Other Pacific Islander 0.71%

This school supports 10.95% students with IEP’s and 32.71% EL students at this time.

Dailey ES State Assessment Results:

ELA SBAC Results 16-17 17-18 18-19Overall Proficiency 44.34% 44.51% 51%Asian or Pacific Islander 40% 63.64% 53.85%Black 45.45% 31.25% 40%Caucasian 46.15% 43.75% 60%Hispanic 43.14% 45.31% 51.34%Grade 3 53.27% 40.74% 47.47%Grade 4 41.00% 51.35% 53.19%Grade 5 38.24% 41.00% 52.34%IEP 3.23% 6.90% 20%EL 21.88% 21.77% 27.19%



Data Analysis (ELA SBAC): There has been an overall increase in proficiency as measured by the ELA SBAC since 16-17. Over the course of the last three years, there has been a total increase in overall proficiency of 6.66%. The focus on reading as a result of Zoom has led to increased ELA proficiency. There is an additional reading center that mirrors the Zoom reading center for students who do not qualify for Zoom. SBAC groups were also pulled for grades 3, 4, 5, where students did test prep to familiarize students with the SBAC.

Math SBAC Results 16-17 17-18 18-19Overall Proficiency 47.25% 43.44% 46.49%Asian or Pacific Islander 80% 63.64% 53.85%Black 50% 31.25% 31.43%Caucasian 76.92% 43.75% 60%Hispanic 43.53% 43.09% 46.43%Multiracial 70% 50% 42.86%Grade 3 54.21% 52.78% 45.45%Grade 4 49.00% 43.24% 51.61%Grade 5 38.24% 33.66% 42.99%IEP 19.35% 10.34% 10.34%EL 29.69% 25.00% 28.32%

Data Analysis (Math): While there was a decrease in the overall percent of students proficient on Math SBAC from 16-17 to 17-18, in 18-19 there was an increase which returned the proficiency level to very near what it was in 16-17. To continue the increase, there will be a greater focus on improving the PLC structure so teachers can better use data to drive instruction. Additionally teachers will focus on aligning instruction to standards, and best practices for instruction.

EL and Wida AGP: The WIDA Exit rate was 17.3% in 18-19 which is similar to the past two years. We would like to increase the exit rate this year, as well as increase the number of students meeting WIDA AGP.

Positive Statements/Trends:As a Zoom school, there has been a 5.31% increase of students identified as EL that are proficient in ELA as measured by the SBAC over the course of three years. There has also been a 16.77% increase of students with IEPs that are proficient in ELA as measured by the SBAC over the course of three years. In grades 4 and 5, there has also been an increase in proficiency on SBAC over the course of 3 years. Zoom initiatives will continue, as well as the initiatives that mirror the Zoom model.

Areas of Concern/Opportunity:In 2017-2018 in the English Language Proficiency Indicator there were 57% of students identified as EL who met their AGP target. However, this decreased to 47.6% in 2018-2019 which is a concern as a Zoom school where there is additional focus on students identified as EL. Our school is targeting the speaking component of the WIDA assessment this year for improvement, and we will continue Zoom initiatives. There will be a greater focus on improving the PLC structure so teachers can better use data to drive instruction. Additionally teachers will focus on aligning instruction to standards, and best practices for instruction. The chronic absenteeism rate has also increased each year since 2016-2017. We have a plan in place to address chronic absenteeism, and are now using appropriate codes from the state that were not properly documented previous years to identify exemptions.

Needs Assessment: Dailey ES will be conducting the NCCAT-S during the 2019-2020 school year. The NCCAT-S will be used to determine priority needs for the 2020-2021 school year. This year, Dailey ES will work on making progress toward goals based on data from State Assessments.



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:Part A: Increase the overall percentage of ELA proficient students at Dailey ES from 51% to 59.2%, as measured by the state assessment by the end of the school year, June 2020. Part B: Increase the overall percentage of students at Dailey ES meeting ELA Adequate Growth Percentile (AGP) from 57.7% to >63%, as measured by the state assessment by the end of the school year, June 2020.

Root Causes:The students need consistent exposure to and use of academic language and vocabulary throughout all subject areas to support ELA growth. There are multiple programs and assessments with different academic language which needs clarity for our students. Inconsistent opportunities for students to engage in metacognitive activities including goal setting and monitoring their own progress. Teachers need to plan together following a Professional Learning Community model. Data analysis to determine students' instructional needs and academic plans for students based on their needs must be effectively executed. Students are missing important academic time due to poor attendance and tardiness issues.

Measurable Objective 1:Increase the percent of all students above the 60th percentile in ELA from 32% (Fall) to 46% (Winter) and from 46% (Winter) to 59.2% (Spring) by 2020 as measured by the MAP Growth formative assessments for ELA.

Measurable Objective 2:MO 2: Increase the percent of all students meeting or exceeding the established growth target from X% (Winter) to 63% (Spring) as measured by the MAP Growth formative assessments for ELA. *X will be updated when MAP data is available.

Measurable Objective 3:increase the percent of ELLs meeting WIDA AGP from 47.6% to 57%.

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: NCCAT-S Indicators:



1. All grade level teachers will complete Read by Grade 3 professional development. 2. Teachers will receive professional development for teaching academic language using verbal and written formats. 3. Teachers will use collaborative planning time to construct rubrics and assessments, plan for instruction based on data analysis, and analyze data to determine instructional effectiveness. 4. Read by Grade Three Strategist will provide small group instruction professional development. 5. LLS will provide professional development on the Tell Me More strategy. 6. The school wide growth goal will be to increase student mastery on written response prompts through the PLC model. 7. Small group instruction through the ZOOM Reading Center and the Intervention Center will be provided daily.

Classroom Teachers, Read by Grade 3 Learning Strategist, ELL Student Success Advocate, Title I Learning Strategists, Administrators

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

1-7. Read by Grade 3, Classroom Teachers, Read by Grade 3 Learning Strategist, Administrators; August-May

N/A

Comments:

Action StepResources and Amount

NeededList Artifacts/Evidence

Timeline and


Monitoring

Status

1.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: Family Literacy Night Activities, Zoom Family Nights, and monthly 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 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, Classroom Teachers, Administrators. Spread the Word Nevada, FACES (Family and Community Engagement Services)

Family Night agendas, Zoom 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 month, Title I Learning Strategists, Read by Grade 3 Learning Strategist, Administrators

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: NCCAT-S Indicators: Teachers will write common assessments and analyze student data during PLC Collaboration Time. Teachers will consistently implement data conversations with students and parents. Teachers will have a visual display for each student and whole class and implement incentives school-wide. After school tutoring opportunities are provided focusing on ELA.

1.Classroom Teachers, Grade Level PLC Time, 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. Student incentives 4. After-school tutoring (Title I and Title III)

Teacher lesson plans, I-Ready, MAP Interim Assessments, Common Assessments, Admin observation notes, PLC Agendas and Minutes, Data displays

September 2019-May 2020; Classroom Teachers, Read by 3 Learning Strategist, Administrators; ELL/Title I Tutoring September 2019-May 2020, Title I Learning Strategist

N/A

Comments:

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



N/A

Comments:





Priority Need/Goal 2:Part A: Increase the overall percentage of Math proficient students at Dailey ES from 46.6% to 51.1%, as measured by the state assessment by the end of the school year, June 2020. Part B: Increase the overall percentage of students at Dailey ES meeting Math Adequate Growth Percentile (AGP) from 47.7% to >52%, as measured by the state assessment by the end of the school year, June 2020.

Root Causes:The students need consistent exposure to academic language and vocabulary. There are multiple programs and assessments with different academic language which needs clarity for our students. Inconsistent opportunities for students to engage in metacognitive activities including goal setting and monitoring their own progress. Teachers need to plan together following a Professional Learning Community model. Data analysis to determine students' instructional needs and academic plans for students based on their needs must be effectively executed. Students are missing important academic time due to poor attendance and tardiness issues.

Measurable Objective 1:MO 1: Increase the percent of all students at Dailey ES above the 60th percentile in math from 26% (Fall) to 38% (Winter) and from 38% (Winter) to 51.1% (Spring) by 2020 as measured by the MAP Growth formative assessments for Math.

Measurable Objective 2:MO 2: Increase the percent of all students at Dailey ES meeting or exceeding the established growth target from X% (Winter) to 52% (Spring) as measured by the MAP Growth formative assessments for Math. *X will be updated when MAP data is available.

Monitoring Status

N/A




Needed for

Implementation(people, time, materials,

funding sources)

List Artifacts/Evidence of

Progress:Information (Data) that will verify the

action step is in progress or has occurred.

List Timeline,

Benchmarks, and

Position

Responsible

Monitoring

Status

2.1 Professional Development (Required) Continuation From Last Year: NCCAT-S Indicators:



1. Teachers will receive professional development with teaching academic language using verbal and written formats. 2. Teachers will use collaborative planning time to construct rubrics and assessments, plan for instruction based on data analysis, and analyze data to determine instructional effectiveness. 3. Read by Grade Three Strategist will provide small group instruction professional development. 4. LLS will provide professional development on using math mats to support student discourse structures. 5. Support professional developers will provide instruction to teachers on standards based instructional practices, vertical articulation, small group instruction, discourse structures, and supporting students with making academic gains with effective facilitation. 5. The school wide growth goal will be to increase student mastery on written response prompts through the PLC model.

Classroom Teachers, Read by Grade 3 Learning Strategist, ELL Student Success Advocate, Title I Learning Strategists, Administrators

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

1-5. Classroom Teachers, Read by Grade 3 Learning Strategist, Administrators; Aug-May

N/A

Comments:



Timeline and


Monitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: Family Literacy Night Activities, Zoom Family Nights, and monthly 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 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, Classroom Teachers, Administrators. Spread the Word Nevada, FACES (Family and Community Engagement Services)

Family Night agendas, Zoom Family Night agenda, 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 month, Title I Learning Strategists, Read by 3 Learning Strategist, Administrators

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: NCCAT-S Indicators: Teachers will write common assessments and analyze student data during PLC Collaboration Time. Teachers will consistently implement data conversations with students and parents. Teachers will have a visual display for each student and whole class and implement incentives school-wide.

1.Classroom Teachers, Grade Level PLC Time, 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. Student incentives 4. After-school tutoring (Title I and Title III)

Teacher lesson plans, I-Ready, MAP Interim Assessments, Common Assessments, Admin observation notes, PLC Agendas and Minutes, Data displays

September 2019-May 2020; Classroom Teachers, Read by 3 Learning Strategist, Administrators; ELL/Title I Tutoring September 2019-May 2020, Title I Learning Strategist

N/A

Comments:

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



N/A

Comments:





Priority Need/Goal 3:Decrease the percentage of chronic absenteeism from 15.3% at the end of 2018-2019, to 10% at the end of 2019-2020.

Root Causes:Parents and families need additional information on the importance of school attendance and attendance regulations. Students need to feel that they are valued on campus where they will receive a quality education in a safe learning environment. Students need to be engaged in their learning through effective teaching practices. Students need to set goals and make a plan for achievement to include regular classroom attendance.

Measurable Objective 1:Decrease the percentage from 15.3% in 2018-2019 at the end of year, to 10% at the end of Semester 1 in 2019-2020.

Measurable Objective 2:Decrease the percentage from 15.3% in 2018-2019 at the end of year, to 10% at the end of Semester 2 in 2019-2020.

Monitoring Status

N/A




Needed for Implementation(people, time, materials, funding

sources)

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

step is in progress or has occurred.

List Timeline,

Benchmarks, and


Monitoring

Status

3.1 Professional Development (Required) Continuation From Last Year: NCCAT-S Indicators: 1. Review attendance data weekly and monitor trend data to identify needs. 2. Follow the attendance plan to ensure that parent contact is being made at 3, 6, 9, 15, and 20 absences. 3. Follow the plan for submitting educational neglect paperwork. 4. Employ an attendance incentive plan through the SWAT committee to encourage positive attendance. 5. Utilize attendance codes properly including the CWP and SWI codes.

Attendance data; attendance clerk and administrative personnel; paper; Attendance Enforcement Officers

Weekly meetings with the attendance clerk and administration to monitor attendance rates; meetings with parents to stress the importance of student engagement;

1-5. Attendance clerk, administration, Attendance Enforcement Officers

N/A

Comments:





Timeline and Position

Responsible

Monitoring

Status

3.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: Parents will be notified of attendance issues through the auto-caller and through personal phone calls from office personnel. Parent conferences will be held with parents/guardians at 6 and 15 absences. Parents will be presented with attendance information through the SOT, Dailey Brew, BWB, and ZOOM Night activities.

Attendance Clerk, classroom teachers, administration, Attendance Enforcement Officers

Attendance documentation; weekly administrative meetings; parent conferences; and family activity logs

All staff listed will be responsible for improved attendance through active monitoring and parent support.

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: 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)

Title 1 306,0003 Learning Strategists working with students, 1 Instructional Assistant working with students, extra duty pay for after-school tutoring, technology supplies, instructional supplies, parent engagement supplies for four family nights

Goals 1, 2 and 3

Read by Grade 3 83,000Literacy strategist will provide support by way of monitoring student progress, providing professional development for teachers in literacy instruction, coaching staff members, providing support to parents and family members in specific ways to help their students in ELA.

Goals 1, 2 and 3

Title III ELL 19,074 extra duty pay for after-school tutoring with a language focus, Imagine Learning site licenses Goals 1, 2 and 3Strategic Budget 3,915,326.92 Staffing, instructional supplies 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.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. Mentors are assigned to teachers that are new to the school district. Communication is open between teachers and administrators. All staff members share in decision-making. Continuous feedback is given to staff members after classroom observations. 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 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.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), as well as monthly PreK trainings. Family Learning Programs are offered to parents through the Public Education Foundation. All written and Parentlink communication between school and home is provided in both English and Spanish. Announcements for all school events via Remind, Parentlink, Class Dojo, and Facebook. 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. Fifth grade teachers meet with Cannon Middle School sixth grade teachers during a round table discussion to address transitioning, academics, and preregistration.

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, MAP 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 assessment data from Datalab 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). Cooperative Extension provides nutrition classes to families. ELL funds provide after-school tutoring for identified students. Title I/Strategic/Zoom funds for Learning Strategists and instructional assistant for Tier III interventions, professional development, and materials. Read by Three Grant provides Learning Strategist to monitor students, train staff and parents, and ensure that school is in compliance with state law.



Plan for improving the school climate

Goal:Decrease the number of aggressive behavior incidents from 40 in 2018-2019 to 20 in 2019-2020.

Action Plan: How will this plan improve the school climate?The counselor provides instruction to every class every month regarding social-emotional welfare. The counselor does small group lessons with students weekly with students identified as in need of additional instruction. The counselor provides 1-1 instruction on an as needed basis.

Monitoring Plan: How will you track the implementation of this plan?The counselor keeps records of classroom lessons in IC. The counselor keeps records of small group and individual counseling.

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?Results will be analyzed by reviewing the results in datalab at the end of the 2019-2020 school year to determine if we have met our goal.



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 for teaching academic language using verbal and written formats. 3. Teachers will use collaborative planning time to construct rubrics and assessments, plan for instruction based on data analysis, and analyze data to determine instructional effectiveness. 4. Read by Grade Three Strategist will provide small group instruction professional development. 5. LLS will provide professional development on the Tell Me More strategy. 6. The school wide growth goal will be to increase student mastery on written response prompts through the PLC model. 7. Small group instruction through the ZOOM Reading Center and the Intervention Center will be provided daily.

Goal 1 Additional PD Action Step (Optional)

2.11. Teachers will receive professional development with teaching academic language using verbal and written formats. 2. Teachers will use collaborative planning time to construct rubrics and assessments, plan for instruction based on data analysis, and analyze data to determine instructional effectiveness. 3. Read by Grade Three Strategist will provide small group instruction professional development. 4. LLS will provide professional development on using math mats to support student discourse structures. 5. Support professional developers will provide instruction to teachers on standards based instructional practices, vertical articulation, small group instruction, discourse structures, and supporting students with making academic gains with effective facilitation. 5. The school wide growth goal will be to increase student mastery on written response prompts through the PLC model.


3.11. Review attendance data weekly and monitor trend data to identify needs. 2. Follow the attendance plan to ensure that parent contact is being made at 3, 6, 9, 15, and 20 absences. 3. Follow the plan for submitting educational neglect paperwork. 4. Employ an attendance incentive plan through the SWAT committee to encourage positive attendance. 5. Utilize attendance codes properly including the CWP and SWI codes.




APPENDIX B - Family Engagement Plan

1.2Family Literacy Night Activities, Zoom Family Nights, and monthly 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 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, Zoom Family Nights, and monthly 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 through Spread the Word Nevada's Books and Buddies, Breakfast and Books, and home library programs.


3.2Parents will be notified of attendance issues through the auto-caller and through personal phone calls from office personnel. Parent conferences will be held with parents/guardians at 6 and 15 absences. Parents will be presented with attendance information through the SOT, Dailey Brew, BWB, and ZOOM Night activities.




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Part A: Increase the overall percentage of ELA proficient students at Dailey ES from 51% to 59.2%, as measured by the state assessment by the end of the school year, June 2020. Part B: Increase the overall percentage of students at Dailey ES meeting ELA Adequate Growth Percentile (AGP) from 57.7% to >63%, as measured by the state assessment by the end of the school year, June 2020.

Measurable Objective(s):

Increase the percent of all students above the 60th percentile in ELA from 32% (Fall) to 46% (Winter) and from 46% (Winter) to 59.2% (Spring) by 2020 as measured by the MAP Growth formative assessments for ELA.MO 2: Increase the percent of all students meeting or exceeding the established growth target from X% (Winter) to 63% (Spring) as measured by the MAP Growth formative assessments for ELA. *X will be updated when MAP data is available.increase the percent of ELLs meeting WIDA AGP from 47.6% to 57%.

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

1. All grade level teachers will complete Read by Grade 3 professional development. 2. Teachers will receive professional development for teaching academic language using verbal and written formats. 3. Teachers will use collaborative planning time to construct rubrics and assessments, plan for instruction based on data analysis, and analyze data to determine instructional effectiveness. 4. Read by Grade Three Strategist will provide small group instruction professional development. 5. LLS will provide professional development on the Tell Me More strategy. 6. The school wide growth goal will be to increase student mastery on written response prompts through the PLC model. 7. Small group instruction through the ZOOM Reading Center and the Intervention Center will be provided daily.

N/A

Progress

Barriers

Next Steps



1.2

Family Literacy Night Activities, Zoom Family Nights, and monthly 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 through Spread the Word Nevada's Books and Buddies, Breakfast and Books, and home library programs.

N/A

Progress

Barriers

Next Steps

1.3Teachers will write common assessments and analyze student data during PLC Collaboration Time. Teachers will consistently implement data conversations with students and parents. Teachers will have a visual display for each student and whole class and implement incentives school-wide. After school tutoring opportunities are provided focusing on ELA.

N/A

Progress

Barriers

Next Steps

1.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Part A: Increase the overall percentage of Math proficient students at Dailey ES from 46.6% to 51.1%, as measured by the state assessment by the end of the school year, June 2020. Part B: Increase the overall percentage of students at Dailey ES meeting Math Adequate Growth Percentile (AGP) from 47.7% to >52%, as measured by the state assessment by the end of the school year, June 2020.


MO 1: Increase the percent of all students at Dailey ES above the 60th percentile in math from 26% (Fall) to 38% (Winter) and from 38% (Winter) to 51.1% (Spring) by 2020 as measured by the MAP Growth formative assessments for Math.MO 2: Increase the percent of all students at Dailey ES meeting or exceeding the established growth target from X% (Winter) to 52% (Spring) as measured by the MAP Growth formative assessments for Math. *X will be updated when MAP data is available.

StatusN/A

Comments:



2.1

1. Teachers will receive professional development with teaching academic language using verbal and written formats. 2. Teachers will use collaborative planning time to construct rubrics and assessments, plan for instruction based on data analysis, and analyze data to determine instructional effectiveness. 3. Read by Grade Three Strategist will provide small group instruction professional development. 4. LLS will provide professional development on using math mats to support student discourse structures. 5. Support professional developers will provide instruction to teachers on standards based instructional practices, vertical articulation, small group instruction, discourse structures, and supporting students with making academic gains with effective facilitation. 5. The school wide growth goal will be to increase student mastery on written response prompts through the PLC model.

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2.2

Family Literacy Night Activities, Zoom Family Nights, and monthly 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 through Spread the Word Nevada's Books and Buddies, Breakfast and Books, and home library programs.

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2.3Teachers will write common assessments and analyze student data during PLC Collaboration Time. Teachers will consistently implement data conversations with students and parents. Teachers will have a visual display for each student and whole class and implement incentives school-wide.

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2.4 N/A

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Priority Need/Goal 3Priority Need/Goal 3:Decrease the percentage of chronic absenteeism from 15.3% at the end of 2018-2019, to 10% at the end of 2019-2020.


Decrease the percentage from 15.3% in 2018-2019 at the end of year, to 10% at the end of Semester 1 in 2019-2020.Decrease the percentage from 15.3% in 2018-2019 at the end of year, to 10% at the end of Semester 2 in 2019-2020.

StatusN/A

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3.1

1. Review attendance data weekly and monitor trend data to identify needs. 2. Follow the attendance plan to ensure that parent contact is being made at 3, 6, 9, 15, and 20 absences. 3. Follow the plan for submitting educational neglect paperwork. 4. Employ an attendance incentive plan through the SWAT committee to encourage positive attendance. 5. Utilize attendance codes properly including the CWP and SWI codes.

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3.2Parents will be notified of attendance issues through the auto-caller and through personal phone calls from office personnel. Parent conferences will be held with parents/guardians at 6 and 15 absences. Parents will be presented with attendance information through the SOT, Dailey Brew, BWB, and ZOOM Night activities.

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3.3 N/A

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3.4 N/A

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school performance plan · sbac groups were also pulled for grades 3, 4, 5, where students did test...

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