school performance plan - ccsd.net · data reviewed & analyzed: ... there is a need for...

School Performance Plan

School NameLincoln ES

Address (City, State, Zip Code, Telephone):3010 Berg St

N Las Vegas, NV 89030-5116, (702) 799-7133

Superintendent/Assistant Chief: Pat Skorkowsky / Kimberly Mangino

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 PositionGricelda Barrios Parent Jennifer Newton PrincipalEugeena Horner Learning Strategist Christina Mullen CounselorSuzanne Pfeiffer Computer Teacher Kathleen Cheraso Learning StrategistKristin Calabrese Assistant Principal Jonalene Ly Kindergarten Teacher

Nevada Department of Education Lincoln ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/15/2016 Nevada Department of Education - June 2016

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 Achievement Gap Data Teacher/Administrator Observation DataTeacher/Administrator Observation Data AMAOs/ELPA Analysis Achievement Gap DataCoordination of Services for FRL, ELL, IEP students Placement (Proficiency Levels) Individualized Education Programs (IEP)Interim Assessments ELL Program Policies and Procedures Special Education Procedures - Whole SchoolFormative Assessments Practice Teacher/Administrator Observation Data Special Ed Staffing and Professional DevelopmentOther: AIMS Web Other: WIDA levels Other: SFA Reading DataOther: SFA Reading Data Other: SFA Reading Data Other: AIMS Web

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.Our demographic data identified Asian .28%, African American 8.7%, White/Caucasian 2.35%, Native American .41%, Hispanic/Latino 87.29%, Multi-racial .97%, with a total of 724 students based on the enrollment data in Datalab as of 11/07/2016. Our subgroup data revealed students with Free and Reduced Lunch 100%, Individualized Education Plans 10.64%, and English Language Learners 60.5%.

Celebrations based on our Success for All Reading Data for 2016-17:After quarter 1, 89% of our second graders are on/above grade level in reading. This is a 3% gain over our baseline data. In third grade, 76% of our students are on/above grade level in reading. This is a decrease of 1% over our baseline data. In fourth grade, 73% of our students are on/above grade level, which is an increase of 3% over our baseline data. In fifth grade, 69% of our students are on/above grade level, which is an increase of 3% over our baseline data.

Our ELA SBAC data from 2015-16 shows an overall proficiency of 27.58%. Proficiency by grade level was 3rd-23.42%; 4th-23%; 5th-35.29%Proficiency by subgroups was Black 25%; Caucasian 22.22%; Hispanic 27.85%; Native American 100%Proficiency by gender was Female 36.84% and Male 19.66%Proficiency by IEP was 3.57% and Not IEP was 29.8%Proficiency by LEP was 15.74% and Not LEP was 45.11%

Our Math SBAC data from 2015-16 shows an overall proficiency of 20.36%. Proficiency by grade level was 3rd-19.82; 4th-19%; 5th-22.03%Proficiency by subgroups was Black 25%; Caucasian 44.44%; Hispanic 19.53%; Native American 0%Proficiency by gender was Female 19.08% and Male 21.47%Proficiency by IEP was 10.71% and Not IEP was 21.26%Proficiency by LEP was 10.2% and Not LEP was 35.34%

In looking at the performance levels in ELA, we had 25.76% of our students scoring in Level 2. In Math, we had 34.04% of our students scoring in Level 2.



Our school survey results indicated that 83% of the students at Lincoln were happy with their school and 81.1% of them felt safe at school.



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:There is a need for teachers to provide active instruction that is appropriately paced, including modeling and guided practice and is responsive to students' understanding of the objective. (NEPF Standard 1, Indicator 3 and Standard 4, Indicator 1).

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading from 23% to 35% by 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 Responsible

Monitoring

Status

1.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1. Provide professional development on the cycle of effective instruction during literacy instruction. 2. Provide professional development on the NVACS and unwrapping the standards. 3. Provide professional development on appropriate reading interventions based on students' skill deficits. 4. Provide professional development on how to use the eValuate data to drive instruction.

Learning Strategists, Title I, $150,000; SBCT and daily PD blocks; SFA Consultant/on site support days, Title I, $8,800; AIMSWeb Data; eValuate and Catapult Learning Staff, Title I, $9,835; PLC Collaboration, Title I, $2,357

1. Agendas, sign-ins, lesson plans, observation data, AIMSWeb data and SFA reading data 2. Agendas, sign-ins, lesson plans, observation data, AIMSWeb data and SFA reading data 3. Agendas, sign-ins, AIMSWeb data, SFA reading data, intervention plans for students. 4. Agendas, sign-ins, eValuate data, eValuate monthly embedding plans

November 2016-May 2017 Learning Strategists Teachers Administration Read by Grade 3 Leadership Team Catapult Learning Staff

On Task

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: 1. Provide five parent trainings (respectful learning environment, attendance, reading, math and Infinite Campus) 2. Snack Time with Books monthly to engage parents/families in supports for assisting students and families in reading. 3. Provide mandatory Parent Teacher Conferences on 12/14/16, focusing on academic progress toward student goals. 4. Send home the Home to School Newsletter once a month

Title I Budget for parent supplies for at home learning (paper, books, Home to School Connection newsletter), $2,667, Spread the Word Nevada staff, progress reports and student data folders for PSTAPT on 12/14/16

1. Parent Training Agendas and sign in sheets, Lincoln Master Calendar, and parent evaluations of each session 2. Flyers sent home and numbers of participants each month 3. Parent sign-ins, Conference Attendance Percentages by teacher 4. Extra copies available in the front office, copy for Title I binder

September 2016-May 2017 Administration Teachers Spread the Word Nevada Staff FACES Staff

On Task

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: The learning strategists, grade level chairs, curriculum leads and administrators will do observations and then provide direct coaching and feedback/support to teachers to improve their instructional performance with regard to the cycle of effective instruction (NEPF Standard 1.3 and 4.1)

Learning Strategists, Title I, $150,000; PLC blocks; SFA Consultant/on site support days, Title I, $8,800; Substitute Days, Title I, $1,258; eValuate Data, Title I, $9,835; AIMSWeb data

Coaching tracking forms, Pre/post observation forms from administrators, Peer observation forms from the Learning Strategists, Quarterly SFA Data

November 2016-May 2017 Administration Learning Strategists SFA Consultant Grade Level Chairs Curriculum Leads

On Task

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 Initiative. 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, Read by Grade 3 Leadership Team, Teachers (All resources listed above.)

Title I and PASS tutoring sign in sheets, pre and post assessment data, and teacher pay forms, Reading A to Z, Raz Kids, Reading Counts software usage reports and AIMSWEB data analysis and progress monitoring.

- Agendas and Sign-In sheets for PD (Strategist/Admin, monthly), -Parent Training on SB391 on 10/19/16 - 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)

On Task

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:There is a need for teachers to facilitate partner and team discussion by circulating, questioning, redirecting, and challenging students to increase the depth of discussion and ensure individual progress (NEPF Standard 2.1 and 3.1)

Measurable Objective 1:Reduce the ELA proficiency gap between the Non LEP subgroup (45%%) and the LEP subgroup (15%%) from 30% to 20% by 2017 as measured by state assessments.

Measurable Objective 2:Reduce the math proficiency gap between the Non LEP subgroup (35%) and the LEP subgroup (10%) from 25% to 15% by 2017 as measured by state assessments.

Measurable Objective 3:Increase math proficiency in grades 3-5 from 25% (Sept 2016) to 55% (May 2017) and from 26% (October 2016) to 56% (April 2017) as measured by Evaluate

Measurable Objective 4:Increase reading proficiency in grades 3-5 from 31% (Sept 2016) to 45% (May 2017) and from 33% (October 2016) to 48% (April 2017) as measured by Evaluate.

Monitoring Status

N/A





Resources and Amount

Needed for Implementation(people, time, materials, funding

sources)

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

action step is in progress or has occurred.

List Timeline, Benchmarks, and


Monitoring

Status

2.1 Professional Development (Required) Continuation From Last Year: No NCCAT-S Indicators: Provide a book study using the book Academic Language in Diverse Classrooms for English Language Arts, K-2 or 3-5 to gain knowledge and strategies to apply in the classroom.

Books Site Based Collaboration Time PLC blocks

Agendas, sign-ins, book study discussion questions, lesson plans

January 2017-February 2017 Administration, Learning Strategists and Teachers

On Task

Comments:

Action Step Resources and Amount Needed List Artifacts/EvidenceTimeline and


Monitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: No NCCAT-S Indicators: 1. Provide five parent trainings (respectful learning environment, attendance, reading, math and Infinite Campus) 2. Snack Time with Books monthly to engage parents/families in supports for assisting students and families in reading. 3. Provide mandatory Parent Teacher Conferences on 12/14/16, focusing on academic progress toward student goals. 4. Send home the Home to School Newsletter once a month, Title I

Title I Budget for parent supplies for at home learning (paper, books, Home to School Connection Newsletter), $2,667, Spread the Word Nevada staff, progress reports and student data folders for PSTAPT on 12/14/16

1. Agendas, sign-ins, lesson plans, observation data, AIMSWeb data and SFA reading data 2. Agendas, sign-ins, lesson plans, observation data, AIMSWeb data and SFA reading data 3. Agendas, sign-ins, AIMSWeb data, SFA reading data, intervention plans for students. 4. Agendas, sign-ins, eValuate data, eValuate monthly embedding plans

September 2016-May 2017 Administration Spread the Word Nevada Staff FACES Staff

On Task

Comments:

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

Year: NoNCCAT-S Indicators:

1. Teachers will analyze student assessment data in reading and math during grade level PLC's in order to provide targeted instruction on the identified standards. 2. Class size reduction teacher in 5th grade to improve Tier 1 instruction

SFA Reading Data from Member Center AIMSWeb progress monitoring data CSR Teacher, Title I, $75,000 eValuate, Title I, $9,835

Master Calendar, embedding plans for eValuate, lesson plans

November 2016-May 2017 Administration Learning Strategists Teachers

On Task

Comments:



2.4 Other (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: Provide tutoring outside the instructional day for identified students in reading using research based programs and strategies, including small group tiered instruction, and Imagine Learning

Title I tutoring funding - $6,752 ELL Tutoring funding - $7,728 ELL Instructional Supplies-$3,897 Title I technology funding - 10 Desktop computers and 10 printers, $12,610

Tutoring sign in sheets, pre and post assessments, AIMSWEB reading progress monitoring data Imagine Learning and usage data reports and certificates earned by students Tutoring attendance sheets

October 2016-April 2017 Administration, ELL Success Advocate, Title I Site Liaison, Teachers

On Task

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 in cultural competency by spring of 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

3.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Professional Development in Cultural Responsiveness designed to redefine individual perceptions of others as expressed through communication and relationship building to facilitate educational experiences responsive to student talents, interests and challenges. Operation Respect will be in the third year of implementation. All staff will receive ongoing site based Operation Respect training throughout the 2016-17 school year. The Equity and Diversity Liaison will also attend trainings and bring back information for the staff.

Cultural Responsiveness Framework workshops (CCSD) facilitated by Equity and Diversity in partnership with National Academic Educational Partners and other community based organizations provided during the 2016-17 school year Collaboration funds for PLC's held after school, Title I, $2,357

Teachers and staff will attend workshops assigned by the Instruction Unit. Participation will be verified through Pathlore transcripts and documented successful completion of online modules, Operation Respect professional development agendas and weekly lesson plans.

Responsible Department: CCSD Equity and Diversity department Timeline: Workshops and site based professional development will be held throughout the 2016-17 school year.

N/A

Comments:



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

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

Comments:

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

Comments:

3.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: 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 I $266,760

Salaries for 2 Learning Strategists ($150,000),

Class size reduction teacher for 5th grade ($75,000)

Extra duty pay for PLC collaboration and the Operation Respect initiative ($2,357)

After School Tutoring ($6,900)Computers and printers for students to use Imagine Learning and other educational programs during RTI ($12,610)Evaluate monthly assessment for students in grades 3-5 to inform student growth and progress on the NVACS ($9,835)

SFA consultant/on site support days to support SFA reading program. ($8,800)

Substitute Days provided for teachers to coach their peers and provide feedback and support ($1,258)Parent and Family night supplies for at home learning activities (paper, flashcards) and Home School connection newsletter, laptop computer for parent use, and books for family nights. ($2,667)

Goals 1, 2 and 3

ELL 13,454 Tutoring and student materials for ELL students with WIDA scores below 3.9 Goal 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.Lincoln Elementary School has developed a reputation for being a data driven, professional learning community. We use research based curriculum and teachers meet daily in grade level teams to collaborate, analyze data and plan instruction. This past spring, we had the opportunity to partner with Nevada Teacher Corps to attract teachers to Lincoln. We were successful in interviewing several NTC candidates and hiring them for this school year. We also attract teachers to our school because our staff speaks highly of our school to their friends who are also teachers.

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.Lincoln Elementary School has increased parent involvement over the past five years. Parents have the opportunity to attend parent trainings on the topics of literacy, math, Infinite Campus, attendance, and building a safe and respectful learning environment. Monthly, we host Snack Time with Books in partnership with Spread the Word Nevada. We have around 150 attendees each month. We provide information to all of our parents in English and Spanish and offer a translator at all parent events. During Open House, our annual Title I meeting and during parent teacher conferences, teachers share academic information with parents. We also send home progress reports so parents are aware how their children are performing.

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.).We plan events throughout the year between Pre-K and kindergarten, as well as 5th grade and our feeder school for middle school to prepare our students for the next level of their education. The Pre-K staff offers parent trainings and meetings to inform parents about what their children need to know and be able to do for kindergarten. Our school counselor does a lesson for all 5th grade students on what magnet schools offer.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Our teachers are part of our distributive leadership structure. Each grade level forms a team with a Grade Level Chair. Each Grade Level Chair is part of our school leadership team. We meet monthly to review school wide data, celebrate successes, and share concerns on increasing student achievement. We also have a school attendance committee, that has grade level representation, as well as an SFA Leadership Team that meet monthly to analyze data and make targeted decisions. Each teacher collaborates with their grade level team monthly to analyze student achievement data in reading and math. They create an embedding/reteaching plan for skills that need to be revisited.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsFunding from Title I pays for three additional positions, tutoring, software programs, substitutes, technology, materials to support parent engagement, and professional development for teachers. Our ELL funding provides after school tutoring for students with a WIDA score of 3.9 or lower. We use our general budget to pay for our staff as well as curriculum materials and instructional supplies to support our improvement efforts.



APPENDIX A - Professional Development Plan

1.11. Provide professional development on the cycle of effective instruction during literacy instruction. 2. Provide professional development on the NVACS and unwrapping the standards. 3. Provide professional development on appropriate reading interventions based on students' skill deficits. 4. Provide professional development on how to use the eValuate data to drive instruction.

Goal 1 Additional PD Action Step (Optional)

2.1Provide a book study using the book Academic Language in Diverse Classrooms for English Language Arts, K-2 or 3-5 to gain knowledge and strategies to apply in the classroom.


3.1Professional Development in Cultural Responsiveness designed to redefine individual perceptions of others as expressed through communication and relationship building to facilitate educational experiences responsive to student talents, interests and challenges. Operation Respect will be in the third year of implementation. All staff will receive ongoing site based Operation Respect training throughout the 2016-17 school year. The Equity and Diversity Liaison will also attend trainings and bring back information for the staff.




APPENDIX B - Family Engagement Plan

1.21. Provide five parent trainings (respectful learning environment, attendance, reading, math and Infinite Campus) 2. Snack Time with Books monthly to engage parents/families in supports for assisting students and families in reading. 3. Provide mandatory Parent Teacher Conferences on 12/14/16, focusing on academic progress toward student goals. 4. Send home the Home to School Newsletter once a month

Goal 1 Additional Family Engagement Action Step (Optional)

2.21. Provide five parent trainings (respectful learning environment, attendance, reading, math and Infinite Campus) 2. Snack Time with Books monthly to engage parents/families in supports for assisting students and families in reading. 3. Provide mandatory Parent Teacher Conferences on 12/14/16, focusing on academic progress toward student goals. 4. Send home the Home to School Newsletter once a month, Title I


3.2




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 23% to 35% by 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

1.11. Provide professional development on the cycle of effective instruction during literacy instruction. 2. Provide professional development on the NVACS and unwrapping the standards. 3. Provide professional development on appropriate reading interventions based on students' skill deficits. 4. Provide professional development on how to use the eValuate data to drive instruction.

Progress

Barriers

Next Steps

1.21. Provide five parent trainings (respectful learning environment, attendance, reading, math and Infinite Campus) 2. Snack Time with Books monthly to engage parents/families in supports for assisting students and families in reading. 3. Provide mandatory Parent Teacher Conferences on 12/14/16, focusing on academic progress toward student goals. 4. Send home the Home to School Newsletter once a month

Progress



Barriers

Next Steps

1.3The learning strategists, grade level chairs, curriculum leads and administrators will do observations and then provide direct coaching and feedback/support to teachers to improve their instructional performance with regard to the cycle of effective instruction (NEPF Standard 1.3 and 4.1)

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 Initiative. 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.

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 Non LEP subgroup (45%%) and the LEP subgroup (15%%) from 30% to 20% by 2017 as measured by state assessments.Reduce the math proficiency gap between the Non LEP subgroup (35%) and the LEP subgroup (10%) from 25% to 15% by 2017 as measured by state assessments.Increase math proficiency in grades 3-5 from 25% (Sept 2016) to 55% (May 2017) and from 26% (October 2016) to 56% (April 2017) as measured by EvaluateIncrease reading proficiency in grades 3-5 from 31% (Sept 2016) to 45% (May 2017) and from 33% (October 2016) to 48% (April 2017) as measured by Evaluate.

StatusN/A

Comments:



2.1 Provide a book study using the book Academic Language in Diverse Classrooms for English Language Arts, K-2 or 3-5 to gain knowledge and strategies to apply in the classroom.

Progress

Barriers

Next Steps

2.2

1. Provide five parent trainings (respectful learning environment, attendance, reading, math and Infinite Campus) 2. Snack Time with Books monthly to engage parents/families in supports for assisting students and families in reading. 3. Provide mandatory Parent Teacher Conferences on 12/14/16, focusing on academic progress toward student goals. 4. Send home the Home to School Newsletter once a month, Title I



Progress

BarriersNext Steps

2.3 1. Teachers will analyze student assessment data in reading and math during grade level PLC's in order to provide targeted instruction on the identified standards. 2. Class size reduction teacher in 5th grade to improve Tier 1 instruction

Progress

Barriers

Next Steps

2.4 Provide tutoring outside the instructional day for identified students in reading using research based programs and strategies, including small group tiered instruction, and Imagine Learning

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 in cultural competency by spring of 2017.

StatusN/A

Comments:



3.1

Professional Development in Cultural Responsiveness designed to redefine individual perceptions of others as expressed through communication and relationship building to facilitate educational experiences responsive to student talents, interests and challenges. Operation Respect will be in the third year of implementation. All staff will receive ongoing site based Operation Respect training throughout the 2016-17 school year. The Equity and Diversity Liaison will also attend trainings and bring back information for the staff.

Progress

Barriers

Next Steps

3.2

Progress



Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps



school performance plan - ccsd.net · data reviewed & analyzed: ... there is a need for...

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