school performance plan - clark county school … language learner ... yearly improvement of 50th...

School Performance Plan

School NameNewton, Ulis ES

Address (City, State, Zip Code, Telephone):571 Greenway Rd

Henderson, NV 89015-7416, (702) 799-0500

Superintendent/Assistant Chief: Pat Skorkowsky / Susan Smith

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: NA

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 PositionNicole Gimble Parent Steven M. Niemeier Principal

Sharon Garhardt Assitant Principal Cynthia Eagleson TeacherAmy Rice Teacher Stefani Glines Teacher

Ormilla Singh Teacher Alice Belinni TeacherStephanie Richardson Teacher Rhonda Marshall Teacher

Nevada Department of Education Newton, Ulis ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/14/2016 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 AMAOs/ELPA Analysis NAFormative Assessments Practice NA NANA NA NANA NA NANA NA NAOther: Other: Other: Statewide AssessmentsOther: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.CRT 2013-2014Due to statewide testing irregularities, there are no state summative assessment results for 2014-2015. Below is an analysis of 2013-2014 results.The 3rd-5th grade Math CRTs showed an increase in the percent of students proficient from 74.13% proficiency in 2013 to 77.83% proficiency in 2014. Instruction was closely aligned with their ability levels and included minimal focus on concept development. Teachers need to consistently plan mathematics lessons that include a concept development of specific strategies related to the specific domain of mathematics. Students need practice in utilizing multiple strategies for problem solving and opportunities for discourse. The 3rd-5th grade Reading CRTs showed an increase in the percent of students proficient from 66.31%proficiency in 2013 to 73.62% proficiency in 2014. The three year trend however shows that Newton 3rd-5th grade students were 69.88% proficient in Reading. Teachers need to consistently differentiate instruction for reading and include instructional strategies to meet the rigor of text complexity students will be expected to read and respond to in further grades. Instructional strategies including close reading and annotation of text were not evident in lessons across all grade levels.

SBAC 2015-2016ELA Math3rd grade-59.82% proficient 3rd grade-55.36% proficient4th grade-55.45% proficient 4th grade-48.18% proficient5th grade-55.88% proficient 5th grade-28.43% proficient

WIDA 2014-2015There are currently 35 ELL students enrolled at Newton. There are 5 students at a WIDA overall level 1, 7 students at level 2, 6 students at level 3, 13 students at level 4, and 3 students at level 5. Of these students there are 3 who also have CRT results from 2013-2014. These students' WIDA scores compared to CRT ELA scores (300 = proficient)are as follows:Student A: WIDA Overall - 4.6 / CRT ELA - 262Student B: WIDA Overall - 5.3 / CRT ELA - 286Student C: WIDA Overall - 4.7 / CRT ELA - 254

WIDA 2015-2016There is currently 39 ELL students enrolled at Newton ES. According to the 2015-2016 WIDA results, students rate of improvement over the last 4 years has consistently improved by a range of 0.8 to 4 according to the WIDA proficiency levels.



Star Reading Assessment 2016-2017The data for the Star Reading Assessment shows from Winter 2015 to Fall 2016 a consistent decrease in the percent of students proficient. This decrease may be due to the date the assessment was taken. There was no Fall data for 2015-2016.

Winter 2015-2016 Fall 2016-2017% of Students Proficient % of Students Proficient1st grade-93% 1st grade-89%2nd grade-62% 2nd grade-57%3rd grade-72% 3rd grade-48%4th grade-67% 4th grade-60% 5th grade-no data 5th grade-46%

AIMSweb DataYearly Improvement of 50th percentile scores in Words Read CorrectAIMSweb shows inconsistencies in grade level scores from the 2014-2015 school year to the 2016-2017 school year. Grade levels have increased and decreased from year to year providing no positive trend.

DemographicsTotal enrollment at Newton dropped significantly between 2012 (776 students) and 2015 (611 students). Current enrollment is at 660 students. Enrollment at Newton for 2016-2017 school year is currently at 709 students.

Parent EngagementThe 2014-2015 school year was the first year of implementation of Infinite Campus. By the end of the school year, 90.63% of students had a parent with an activated Parent Portal account. There were 13,903 instances of parents logging into the Parent Portal system. The average number of parents logging in each week was 342.

August - October 2015 83.4% of students have a parent with an activated Parent Portal account. There have been 5732 instances of parents logging into the Parent Portal system. The average number of parents logging in each week is 618. If these trends continue we will show definite increases in our Parent Portal usage by the end of the year.Attendance at parent/teacher conferences has remained at or above 97% since 2006.

2016-2017 Parent EngagementDuring the 2016-2017 school year 100% of parents have activated a Parent Portal account.



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:Tier 1 reading instruction was provided inconsistently throughout the grade levels. The level of rigor and cognitive demand used in reading instruction was not appropriate. There was inconsistencies in instruction from grade level to grade level. Intervention instruction for tier 2 and tier 3 and the implementation of the NVACS were not consistent among grade levels.

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading from 59.82% to 64.82% by 2017 as measured by state assessments.

Measurable Objective 2:Increase the percent of 4th grade students proficient in reading from 55.45% to 60.45% by 2017 as measured by state assessments.

Measurable Objective 3:Increase the percent of 5th grade students proficient in reading from 55.88% to 60.88% by 2017 as measured by state assessments.

Measurable Objective 4:Increase K-2 students proficient in reading by 10pts as measured by AIMSweb.

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: YesNCCAT-S Indicators:



Professional development will be provided to support strong Tier 1 instruction in the areas of student discourse, rigor of instruction, cognitive demand, and effective implementation of the NVACS. Teachers also will receive professional development in differentiated reading instruction for tier 2 and tier 3 students. Teachers will provide professional development in their areas of expertise within the guidelines of the NEPF standards. Teachers will be provided professional development on Daily 5 and Cafe strategies asl to include intervention strategies.

Read by Three Coach- modeled lessons and teacher coaching (Read by 3 budget) Bi-Monthly STPT meetings Literacy Resource Lab- Room 9 Accelerated Reader (Strategic budget) SBCT meetings

Agendas, Read by Three Coach modeled lessons Admin observations-NEPF standards

Administration- observations and lesson plan reviews Read by Three Coach- Victoria Talbot Teachers

N/A

Comments:

Action StepResources and Amount

NeededList Artifacts/Evidence

Timeline and Position

Responsible

Monitoring

Status

1.2 Family Engagement (Required)Continuation From Last


Progress reports are sent home bi-monthly and parents have access to school website and Parent link. Parent/teacher conferences held in December and as necessary to meet the needs of students. Family literacy night (Winter Family Festival) will provide communication and parent training of instructional strategies to support classroom instruction. Other family involvement activities include: Fun Run, Watch Dogs, and trunk or treat. Newton also supports a school to home connection through Apple Core, Accelerated Reader at home, and MyOn. FACES is also supporting Newton with classes for parents such as 100 Ways to Raise a Reader. Attendance incentives and follow-up phone calls and letters to parents to ensure student attendance. Counselor is supporting families by providing peer leaders to work with other students. Read by 3 parent meetings and Read by 3 progress reports are provided for parents.

Teachers to host classroom activities during family events School Librarian School Counselor Incentives from school generated funds FACES MyOn- Read by 3 Apple Core, Accelerated Reader at home (strategic budget)

Parent evaluations and input surveys at family events Incentives for attendance APPLE Core progress towards goal Progress reports AR reports

Monthly newsletters (Administration) Winter 2017 Family Literacy Night (all staff) Weekly class attendance checks (Counselor) PTSAPT Dec 2016- teachers Read by 3 Strategist FACES coordinator & instructor Teachers

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required)Continuation From

Last Year: YesNCCAT-S Indicators:

Teachers will implement professional development provided to support strong Tier 1 instruction in the areas of student discourse, rigor of instruction, cognitive demand, and effective implementation of the NVACS. Teachers will also will implement RTI strategies learned from professional development in differentiated reading instruction for tier 2 and tier 3 students. Teachers will implement professional development on Daily 5 and Cafe strategies. Teachers will collaborate during STPT on the implementation of these strategies and how to improve them.

Read by Three Coach- modeled lessons and teacher coaching Weekly STPT meetings SBCT Meetings

Modeled lesson- Read by Three coach lessons Lesson plans admin observations

Administration- Weekly observation and lesson plan reviews Read by Three coach teachers Outside consultant from other school

N/A

Comments:



1.4 Other (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: School Master Schedule of Instructional Minutes RTI plans and student progress monitoring reports Monthly RTI grade level summaries Fast ForWord progress reports

N/A

Comments:





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:Reading and math instruction from grade level to grade level was not consistent in the delivery of the NVACS. The effectiveness of Tier 1 instruction was inconsistent. Students were inconsistently presented material that was not challenging for differentiation or diverse learners. Intervention strategies were not used consistently and the RTI process was not used appropriately.

Measurable Objective 1:Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 18.09% to 11.09% by 2017 as measured by state assessments.

Measurable Objective 2:Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 13.9% to 8.9% by 2017 as measured by state assessments.

Monitoring Status

N/A



Resources and Amount

Needed for

Implementation(people, time, materials,

funding sources)

List Artifacts/Evidence

of Progress:Information (Data) that will verify the action step is in progress or has occurred.

List Timeline,

Benchmarks, and


Monitoring

Status

2.1 Professional Development (Required)Continuation From Last




Professional development will be provided to support strong Tier 1 instruction in the areas of student discourse, rigor of instruction, cognitive demand, and effective implementation of the NVACS. Teachers also will receive professional development in differentiated reading instruction for tier 2 and tier 3 students. Teachers will provide professional development in areas of expertise within the guidelines of the NEPF standards. Teachers will be provided professional development on Daily 5 and Cafe strategies. Professional development will be provided on Number Talks, Restructuring of the RTI process, how to successfully analyze and use the SBAC Interims, and how K-2 teachers can use SBAC information to prepare K-2 students. Teachers will participate in horizontal and vertically aligned STPTs and professional development to be able to implement Number Talks consistently through out the grade levels.

Read by Three Coach- modeled lessons/ teacher coaching Grade level experts SBCTs STPTs Subs for PD on Number Talks (IDPL funds)

Agendas, Read by Three coach modeled lessons, Lesson plans, STPT and SBCT

Administration weekly observations and lesson plan reviews Teacher consultant Read by 3 Coach Teachers

N/A

Comments:

Action StepResources and Amount

NeededList Artifacts/Evidence

Timeline and Position

Responsible

Monitoring

Status

2.2 Family Engagement (Required)Continuation From Last


Progress reports are sent home bi-monthly and parents have access to information regarding the school through the school's website and Parent link. Parent/teacher conferences held in December and as needed based on student needs. The family literacy night (Winter Family Festival) provides opportunities for parent communication and parent training of instructional strategies to support classroom instruction. Other family involvement activities include: Fun Run, Watch Dogs, and trunk or treat. Newton also supports a school to home connection through Apple Core, Accelerated Reader at home, and MyOn. FACES is also supporting Newton with classes for parents such as 100 Ways to Raise a Reader. Attendance incentives and follow-up phone calls and letters are provided to parents to ensure student attendance. Read by 3 nights and Read by 3 progress reports are provided.

Teachers to host classroom activities during family events School Librarian School Counselor Incentives from school generated funds FACES Apple Core, Accelerated Reader at home,(strategic budget) and MyOn (Read by 3)

Parent evaluations and input surveys at family events APPLE Core progress towards goal progress reports sign-ins

Monthly newsletters (Administration) Winter 2016 Family Literacy Night Attendance checks (Counselor) PTSAPT Dec 2016- teachers FACES coordinator and instructor

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required)Continuation From

Last Year: YesNCCAT-S Indicators:

Teachers will implement professional development provided to support strong Tier 1 instruction in the areas of student discourse, rigor of instruction, cognitive demand, and effective implementation of the NVACS. Teachers also will implement strategies and procedures from the RTI process for tier 2 and tier 3 instruction. Teachers will implement Number Talks, the RTI process, and the use the SBAC Interims to guide their instruction. Teachers will implement professional development from other teachers based on the NEPF standards. Teachers will implement professional development on Daily 5 and Cafe strategies.

Read by Three Coach- modeled lessons and teacher coaching Number Talk books

Read by Three coach lessons Direct observation by admin lesson plans

Administration- Read by Three Coach Teachers Teacher Consultant from other school

N/A

Comments:



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

Comments:





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

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

Measurable Objective 1:Teachers will participate in site-based cultural competency professional development during the 2016-2017 school year as measured by sign-in sheets.

Monitoring Status

N/A



Resources and Amount Needed

for Implementation(people, time, materials, funding

sources)

List Artifacts/Evidence of

Progress:Information (Data) that will verify the action step is in progress or

has occurred.

List Timeline, Benchmarks, and


Monitoring

Status

3.1 Professional Development (Required)Continuation From Last Year:

YesNCCAT-S Indicators:

Teachers will participate in a professional development on NEPF Standard 2 regarding diverse learners. Newton's Equity and Diversity liaison will provide professional development and resources to staff regarding cultural competency. Student Success Advocate will provide professional development on ELL strategies.

Training materials from E&DD Principals and Teacher NEPF instructional materials SBCT meetings Student Success Advocate

Sign-in sheets, Teacher observation data (NEPF), Agenda, pd artifacts

The principal is responsible for ensuring this action step takes place during SBCT time. Equity and Diversity liaison Student Success Advocate

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)

Strategic Budget $6833.75 Accelerated Reader & Renaissance Learning Goal 1Read by 3 $87,000 Read by 3 Strategist Goals 1 and 2ELL $1188.00 Student Success Advocate, tutoring supplies, PD for teachers Goals 1 and 2IDPL $10,200 number talks, subs for modeling Goal 2



APPENDIX A - Professional Development Plan

1.1Professional development will be provided to support strong Tier 1 instruction in the areas of student discourse, rigor of instruction, cognitive demand, and effective implementation of the NVACS. Teachers also will receive professional development in differentiated reading instruction for tier 2 and tier 3 students. Teachers will provide professional development in their areas of expertise within the guidelines of the NEPF standards. Teachers will be provided professional development on Daily 5 and Cafe strategies asl to include intervention strategies.

Goal 1 Additional PD Action Step (Optional)

2.1Professional development will be provided to support strong Tier 1 instruction in the areas of student discourse, rigor of instruction, cognitive demand, and effective implementation of the NVACS. Teachers also will receive professional development in differentiated reading instruction for tier 2 and tier 3 students. Teachers will provide professional development in areas of expertise within the guidelines of the NEPF standards. Teachers will be provided professional development on Daily 5 and Cafe strategies. Professional development will be provided on Number Talks, Restructuring of the RTI process, how to successfully analyze and use the SBAC Interims, and how K-2 teachers can use SBAC information to prepare K-2 students. Teachers will participate in horizontal and vertically aligned STPTs and professional development to be able to implement Number Talks consistently through out the grade levels.


3.1Teachers will participate in a professional development on NEPF Standard 2 regarding diverse learners. Newton's Equity and Diversity liaison will provide professional development and resources to staff regarding cultural competency. Student Success Advocate will provide professional development on ELL strategies.




APPENDIX B - Family Engagement Plan

1.2Progress reports are sent home bi-monthly and parents have access to school website and Parent link. Parent/teacher conferences held in December and as necessary to meet the needs of students. Family literacy night (Winter Family Festival) will provide communication and parent training of instructional strategies to support classroom instruction. Other family involvement activities include: Fun Run, Watch Dogs, and trunk or treat. Newton also supports a school to home connection through Apple Core, Accelerated Reader at home, and MyOn. FACES is also supporting Newton with classes for parents such as 100 Ways to Raise a Reader. Attendance incentives and follow-up phone calls and letters to parents to ensure student attendance. Counselor is supporting families by providing peer leaders to work with other students. Read by 3 parent meetings and Read by 3 progress reports are provided for parents.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Progress reports are sent home bi-monthly and parents have access to information regarding the school through the school's website and Parent link. Parent/teacher conferences held in December and as needed based on student needs. The family literacy night (Winter Family Festival) provides opportunities for parent communication and parent training of instructional strategies to support classroom instruction. Other family involvement activities include: Fun Run, Watch Dogs, and trunk or treat. Newton also supports a school to home connection through Apple Core, Accelerated Reader at home, and MyOn. FACES is also supporting Newton with classes for parents such as 100 Ways to Raise a Reader. Attendance incentives and follow-up phone calls and letters are provided to parents to ensure student attendance. Read by 3 nights and Read by 3 progress reports are provided.


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 59.82% to 64.82% by 2017 as measured by state assessments.Increase the percent of 4th grade students proficient in reading from 55.45% to 60.45% by 2017 as measured by state assessments.Increase the percent of 5th grade students proficient in reading from 55.88% to 60.88% by 2017 as measured by state assessments.Increase K-2 students proficient in reading by 10pts as measured by AIMSweb.

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

Professional development will be provided to support strong Tier 1 instruction in the areas of student discourse, rigor of instruction, cognitive demand, and effective implementation of the NVACS. Teachers also will receive professional development in differentiated reading instruction for tier 2 and tier 3 students. Teachers will provide professional development in their areas of expertise within the guidelines of the NEPF standards. Teachers will be provided professional development on Daily 5 and Cafe strategies asl to include intervention strategies.

Progress

Barriers

Next Steps



1.2

Progress reports are sent home bi-monthly and parents have access to school website and Parent link. Parent/teacher conferences held in December and as necessary to meet the needs of students. Family literacy night (Winter Family Festival) will provide communication and parent training of instructional strategies to support classroom instruction. Other family involvement activities include: Fun Run, Watch Dogs, and trunk or treat. Newton also supports a school to home connection through Apple Core, Accelerated Reader at home, and MyOn. FACES is also supporting Newton with classes for parents such as 100 Ways to Raise a Reader. Attendance incentives and follow-up phone calls and letters to parents to ensure student attendance. Counselor is supporting families by providing peer leaders to work with other students. Read by 3 parent meetings and Read by 3 progress reports are provided for parents.

Progress

Barriers

Next Steps

1.3

Teachers will implement professional development provided to support strong Tier 1 instruction in the areas of student discourse, rigor of instruction, cognitive demand, and effective implementation of the NVACS. Teachers will also will implement RTI strategies learned from professional development in differentiated reading instruction for tier 2 and tier 3 students. Teachers will implement professional development on Daily 5 and Cafe strategies. Teachers will collaborate during STPT on the implementation of these strategies and how to improve them.

Progress

Barriers

Next Steps

1.4

Progress

Barriers

Next Steps




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


Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 18.09% to 11.09% by 2017 as measured by state assessments.Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 13.9% to 8.9% by 2017 as measured by state assessments.

StatusN/A

Comments:



2.1

Professional development will be provided to support strong Tier 1 instruction in the areas of student discourse, rigor of instruction, cognitive demand, and effective implementation of the NVACS. Teachers also will receive professional development in differentiated reading instruction for tier 2 and tier 3 students. Teachers will provide professional development in areas of expertise within the guidelines of the NEPF standards. Teachers will be provided professional development on Daily 5 and Cafe strategies. Professional development will be provided on Number Talks, Restructuring of the RTI process, how to successfully analyze and use the SBAC Interims, and how K-2 teachers can use SBAC information to prepare K-2 students. Teachers will participate in horizontal and vertically aligned STPTs and professional development to be able to implement Number Talks consistently through out the grade levels.

N/A

Progress

Barriers

Next Steps



2.2

Progress reports are sent home bi-monthly and parents have access to information regarding the school through the school's website and Parent link. Parent/teacher conferences held in December and as needed based on student needs. The family literacy night (Winter Family Festival) provides opportunities for parent communication and parent training of instructional strategies to support classroom instruction. Other family involvement activities include: Fun Run, Watch Dogs, and trunk or treat. Newton also supports a school to home connection through Apple Core, Accelerated Reader at home, and MyOn. FACES is also supporting Newton with classes for parents such as 100 Ways to Raise a Reader. Attendance incentives and follow-up phone calls and letters are provided to parents to ensure student attendance. Read by 3 nights and Read by 3 progress reports are provided.

N/A

Progress

Barriers

Next Steps

2.3

Teachers will implement professional development provided to support strong Tier 1 instruction in the areas of student discourse, rigor of instruction, cognitive demand, and effective implementation of the NVACS. Teachers also will implement strategies and procedures from the RTI process for tier 2 and tier 3 instruction. Teachers will implement Number Talks, the RTI process, and the use the SBAC Interims to guide their instruction. Teachers will implement professional development from other teachers based on the NEPF standards. Teachers will implement professional development on Daily 5 and Cafe strategies.

N/A

Progress

Barriers

Next Steps

2.4 N/A

Progress

Barriers

Next Steps




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


Teachers will participate in site-based cultural competency professional development during the 2016-2017 school year as measured by sign-in sheets.

StatusN/A

Comments:



3.1Teachers will participate in a professional development on NEPF Standard 2 regarding diverse learners. Newton's Equity and Diversity liaison will provide professional development and resources to staff regarding cultural competency. Student Success Advocate will provide professional development on ELL strategies.

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 - clark county school … language learner ... yearly improvement of 50th...

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