School Performance Plan€¦ · Data, Instructional Rounds, Data Walk Observation Tool and PLC/CFA Google Form data. August 2019- May 2020 Administration, strategist and teachers

School Performance Plan

School NameSmith, Hal ES

Address (City, State, Zip Code, Telephone):5150 E Desert Inn Rd

Las Vegas, NV 89122-4220, 7027993700

Superintendent/Region Superintendent: Jesus Jara / Karla Loria

For Implementation During The Following Years: 2019-2020

The Following MUST Be Completed:

Title I Status: Served

Designation: CSI

Grade Level Served: Elementary

Classification: 1 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 PositionJuan Flores Parent Josefina Carrillo Parent

Gloria Luque 3rd Grade Teacher Audra Ruff-Smith Title I Learning StrategistMarissa Alexander 5th Grade Teacher Danielle Strough Assistant PrincipalAngela Shepard Principal Megan Copeland Assistant PrincipalDamion Miller 4/5th Grade Teacher Taylor Hudson 2nd Grade Teacher

Nevada Department of Education Smith, Hal ES 2019-2020Clark County School District

Last Date Review/Revised By Planning Team - 11/05/2019 Page 1 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

Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF) NAStatewide Assessments NA NACoordination of Services for FRL, ELL, IEP students 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.OverviewHal Smith Elementary School (Hal Smith ES) is a Title I school located on the east side of Region 3 of the Clark County School District (CCSD). The student population has remained mostly consistent over the lastseveral years. Enrollment for the 2018-19 school year was 990 students which included: 41.8% Hispanic, 36.6% Black, 10.2% White, 19.5% English Language Learner (ELL), 11.4% students with an Individual Education Plan (IEP),and 100% Free and Reduced Lunch (FRL). The only notable change in enrollment is an increase in the number of students enrolled at Hal Smith ES from 931 in 17-18 to 990 in 18-19.

Analysis of DataHal Smith ES has been a one-star status since 2016-17 (15 index points), in 2017-18 (16 index points) and in 2018-19 (18.5 index points) as reported on the Nevada School Performance Framework (NSPF). The increase in NSPF points was observed most drastically in the Student Growth and English Language Proficiency indicators. In reviewing data we have determined that this increase can be attributed to improvement in the consistency of the implementation of Tier I curriculum across all subjects. The 17-18 school year was the first year of implementation with a core ELA and Math curriculum funded through the general budget (EBI Level 2). Additional coaching and support with ELA and Math program implementation was provided in 2018-19 by Hal Smith ES learning strategists.

Positive StatementsPositive trends can be seen in the increase in Math Median Growth Percentile (MGP) (44.5% in 18-19) and the percent of English Language (EL) students meeting Adequate Growth Percentile (AGP) in ELA (39.2% in 18-19) on the state summative assessment. The successes in this area can be attributed to the use of discourse learning strategies. Effective implementation of these strategies provide regular opportunities for academic language development for all students. Moving forward, the school will continue to provide professional development for teachers on using Tier I instructional strategies and student learning tasks that promote oral and written responses. Another positive trend can be observed in the Read by Grade 3 Proficiency rate. This rate increased 4.7% from 17-18 to 18-19. This increase can be attributed to the collaboration between our 3rd grade teachers and our Read by Grade 3 literacy specialist.

Areas of OpportunityAlthough chronic absenteeism reduced by 8.1%, it remains an area of concern at Hal Smith ES. Chronic absenteeism rates at Hal Smith ES were as follows: 16-17 24.8%, 17-18 31.7%, 18-19 23.6%. These rates consistently exceed the district average and conversations with our stakeholders have also revealed this area as a concern. In the 18-19 school year a counselor support program was funded through strategic budget to help decrease absenteeism, we feel this helped contribute to improved attendance. As a result we would like to expand this program further in the 19-20 school year. Another area of concern is student proficiency in ELA and math. Goal 1 in our 2018-19 School Performance Plan (SPP) was to increase Grade 3 proficiency in ELA from 21.8% to 32.0%. This goal was not met as our ELA proficiency in 3rd grade was 21.3% on the SBAC. Goal 2 of our 2018-19 School Performance Plan (SPP) was to reduce the overall achievement



gap percentage points between highest performing and ethnic/racial subgroups in both reading and math. This goal was not met as we increased our math proficiency to 16.3% and our ELA proficiency to 25.3% on the SBAC. Though we did not meet our SPP goal an increase was still observed in both math and ELA, as a result we will continue our focus on our use of a Tier I core curriculum, Tier I instructional strategies, as well as providing job-embedded professional learning supports for staff. We plan to monitor the usage and implementation of the core curriculum closely in the 19-20 school year.

Prioritized NeedsHal Smith ES will participate in a needs assessment during the 19-20 school year. In conversations with our stakeholders we have identified three opportunities for improvement: teachers are not consistently delivering instruction at a high cognitive demand, assessments are not aligned to the rigor of content standards, and school leadership did not regularly provide constructive feedback to instructional staff regarding instructional effectiveness. Feedback from stakeholders indicated a need for increased instructional supports to ensure effective instruction and provide consistent feedback. To accomplish this we will leverage additional funds (Title I) to provide for two full-time learning strategists.

ESSA Levels of EvidenceGoals and action steps address the above areas of opportunity.We will implement the following evidence based programs with federal and state funding:Ready Gen and EnVision Math (EBI level 3)ReadyGEN EBI Level 3Vilcheck, Ann. “ReadyGEN Field Summary Report.” Pearson Learning Services, December 2016. Pearsonschool.com. August, 2017.

EnVisions 2.0 EBI Level 3Resendez, M., Azin, M. Strobel, A. “A Study of the Effects of Pearson’s 2009 enVisionMath Program. PRES Associate, Inc., 2009.

Fast Forward (EBI Level 3)Fast ForWord EBI Level 3Marion, G. (2004). An examination of the relationship between students' use of Fast ForWord reading program and their performance on standardized assessments in elementary schools. Unpublished doctoral dissertation, East Tennessee State University. Coaching and data analysis (EBI Level 2)



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:All students will increase proficiency in ELA fro 25.3% to 37.9% by 2020 as measured by state summative assessments. (This goal has been calculated to meet the NDE target by 2022)

Root Causes:25.3% of students are proficient according to the SBAC. Tier I instruction in reading is inconsistent as NVACS are interpreted and taught differently from classroom to classroom within and across grade levels. There are inconsistent materials being used within and across all grade levels. There is a disconnect between reading strategies being taught during Tier I and students using the strategies when reading independently. Writing strategies and technology implementation is vastly inconsistent classrooms to classroom within and across grade levels. Special Education and Tier III services have been problematic for scheduling without impacting Tier I instruction.

Measurable Objective 1:Increase the percent of 3rd grade students proficient from 21.3% to 31.3% by 2020 as measured by the SBAC.

Measurable Objective 2:Increase the percent of 1-5 students meeting proficiency (not-at risk) from 36% to 41% by Spring as measured by MAP interim 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: NCCAT-S Indicators:



Teachers will receive professional learning on purposeful planning (prioritizing standards, unwrapping NVACS, determining learning targets and success criteria, and developing learning tasks & common assessments). Additional professional learning and coaching on how to read and use data (formative, MAP, STAR, easyRCBM assessments) to make instructional decisions and student discourse strategies (engagement strategies and Cooperative Learning Structures).Teachers will continue to receive support and coaching on reading strategies to be implemented and scaffolded for students consistently during reading block.

People: Admin, teachers, strategists, outside consultants (Dr. Brown), Time: Sub-release days, PLC, PD days, SBCT, weekly morning pd Materials: Technology, Instructional Software, Instructional Materials, Curriculum Engine, Common Assessments, MAP, Collaboration Documents Funding: Federal, state and local funds, including Title I have been blended and braided to implement this action step.

Professional development agendas, sign-in and evaluation, Administration and Peer Observations, STAR Assessment scores, easyRCBM, MAP Data, Instructional Rounds, Data Walk Observation Tool and PLC/CFA Google Form data.

August 2019- May 2020 Administration, strategist and teachers

N/A

Comments:

Action Step Resources and Amount Needed List Artifacts/Evidence

Timeline and

Position

Responsible

Monitoring

Status

1.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: Grade level specific strategies and resources in reading shared with parents during Parents Educating All Kids (P.E.A.K) days. Family events focusing on content areas will be held twice yearly. Student data communicated with parents on a monthly basis through progress reports. Spread the Word Nevada will provide books for students and monthly breakfast with books activities for families. Additionally, Social Media Outlets (Twitter and Facebook) will be leveraged to engage parents.

People: Admin, teachers, strategist, SSA, Spread the Word Nevada Time: after school and during the day Materials: Technology, Instructional Software, Instructional Materials, Curriculum Engine, assessment data Funding: Federal, state and local funds, including Title I have been blended and braided to implement this action step.

Parent sign-in logs and evaluations, STAR Reading Assessment, Parent newsletters, Tweets and Posts on Social Media Outlets.


N/A

Comments:

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

Year: NCCAT-S Indicators:

Teachers will participate in PLCs to collaborate, lesson plan and develop common grade level assessments, including performance tasks, that measure mastery of the NVACS and plan for lessons that support students' growth toward or mastery of NVACS. Teachers will utilize and analyze Core Phonics Diagnostic, MAP, ESGI, and easyRCBM assessments to plan for differentiation and intervention groups within the classroom. Teachers, Learning Strategists, Title I Instructional Assistants, will provide intervention groups in reading. Humanities blocks (STEM lab) will focus on grade level standards. Develop/align Reading/Writing Tier I/II Programs with Lesson Plan Protocols, Master Schedule Tier I/Tier II instruction for coordination of Special Education and Tier II/III services.

People: Admin, teachers, strategist, outside consultant (Dr. Brown), instructional assistants Time: during school day, weekly PLC, SBCT Materials: Technology, Instructional Software, Instructional Materials, Curriculum Engine, Common Assessments,ESGI, easyRCBM, STAR MAP, Collaboration Documents Funding: Federal, state and local funds, including Title I have been blended and braided to implement this action step.

Lesson Plans, Administration and Peer Observations, STAR Assessment scores, easyRCBM, PLC/CFA Google Form Data, Collaboration document, and instructional rounds.

August 2019- May 2020 Administration, teachers, and strategist

N/A

Comments:



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

Comments:





Priority Need/Goal 2:Increase the percent of students meeting Adequate Growth Percentile in ELA from 34.5% to 39.5% by 2020 as measured by state summative assessments and reported on the Nevada School Performance Framework.

Root Causes:According to the data evident in the SBAC, classrooms assessments did not meet the level of rigor of the NVACS and differentiated instruction and interventions were not tailored to skill deficits in reading or math. Planning for Tier I instruction and interventions were inconsistent or missing. Inconsistent materials used within and across grade levels. There is also a disconnect between reading strategies being taught during Tier I and students using the strategies when reading independently. Special Education and Tier III services have been problematic for scheduling without impacting Tier I instruction.

Measurable Objective 1:Increase the percent of Black/African American meeting Adequate Growth Percentile in ELA from 29% to 39% by 2020 as measured by state summative assessments and reported on the Nevada School Performance Framework.

Measurable Objective 2:Increase the percent of Hispanic/Latino meeting Adequate Growth Percentile in ELA from 33% to 38% by 2020 as measured by state summative assessments and reported on the Nevada School Performance Framework.

Measurable Objective 3:Increase the percent of White/Caucasian meeting Adequate Growth Percentile in ELA from 40% to 50% by 2020 as measured by state summative assessments and reported on the Nevada School Performance Framework.

Monitoring Status

N/A



Resources and Amount Needed for

Implementation(people, time, materials, funding sources)

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

action step is in progress or has occurred.

List Timeline,

Benchmarks, and

Position

Responsible

Monitoring

Status

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



Professional learning and coaching on purposeful planning (prioritizing standards, unwrapping NVACS, scaffolding, determining learning targets and success criteria, and developing learning tasks & common assessments); how to read and use data (formative, MAP, STAR, easyRCBM assessments) to make instructional decisions; how to use new reading and math resources and student discourse and engagement strategies. Teachers will participate in instructional rounds to monitor strategies implemented, rigor/task complexity, and Tier I Lesson Plan Protocol implementation. Professional learning will be provided on the RTI process and Tier II and Tier III intervention.

People: Admin, teachers, coaches, outside consultants (Dr. Brown and Playworks), student success advocate Time: PLC, SBCT Materials: Technology, Instructional Software, Instructional Materials, Curriculum Engine, Common Assessments, MAP, Collaboration Documents Funding: Federal, state and local funds, including Title I have been blended and braided to implement this action step.

Professional learning agendas, sign-in and evaluation, Administration and Peer Observations, STAR Assessment scores, ESGI, easyRCBM Map Assessment, and Data Observation Tool, instructional rounds and PLC/CFA Google Form data.


N/A

Comments:

Action Step Resources and Amount Needed List Artifacts/Evidence

Timeline and

Position

Responsible

Monitoring

Status

2.2 Family Engagement (Required)Continuation From Last

Year: YesNCCAT-S Indicators:

Grade level specific strategies and resources in reading shared with parents during Parents Educating All Kids (P.E.A.K.) days. Family events focusing on content areas will be held twice yearly. Student data communicated with parents on a monthly basis through progress reports. Spread the Word Nevada will provide books for students and monthly breakfast with books activities for families. Additionally, Social Media Outlets (Twitter and Facebook) will be leveraged to engage parents.

People: Admin, teachers, strategist, and Spread the Word Nevada Time: after school and during school day Materials: Technology, Instructional Software, Instructional Materials, Curriculum Engine, Common Assessments, MAP, Collaboration Documents, progress reports Funding: Federal, state and local funds, including Title I have been blended and braided to implement this action step.

Parent sign-in logs and evaluations, parent newsletters, tweets and posts on social media outlets.

August 2019- May 2020 admin, teachers, and strategist

N/A

Comments:

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

Year: NCCAT-S Indicators:

Teachers will use PLC/CFA Google Form to collaborate, analyze data, and create lesson plans aligned to NVACS for all content areas. Student discourse and engagement strategies will be implemented during Tier I instruction in reading. Teachers, Learning Strategists, and Instructional Assistants will provide intervention groups in reading. RTI process, which includes analyzing data to inform instructional decisions, will be implemented by all teachers. Teachers will utilize technology to differentiate instruction.

People: Admin, teachers, strategist, outside consultants (Dr. Brown) Time: PLC, SBCT, during school day Materials: Technology, Instructional Software, Instructional Materials, Curriculum Engine, easyRCBM, Common Assessments, MAP, Collaboration Documents Funding: Federal, state and local funds, including Title I have been blended and braided to implement this action step.

PLC calendar, PLC agendas, PLC/CFA and Instructional rounds, Lesson Plans, Administration & Peer Observations, easyRCBM

August 2019- May 2020 Administration, teachers, and strategist

N/A

Comments:




Comments:





Priority Need/Goal 3:Ensure students feel safe and engaged at school through positive, student-centered learning environments

Root Causes:According to Datalab, Tier I instruction in school wide expectations and classroom management are inconsistent and taught differently from classroom to classroom within and across grade levels. There are inconsistent materials being used within and across all grade levels. There is a disconnect between classroom management strategies and behavior intervention being taught and students using the strategies. Tier III services have been problematic for scheduling without impacting Tier I instruction.

Measurable Objective 1:Decrease the number and percent of behavior referrals in total from 1,924 in 18-19. Decrease the number of behavior referrals in the Black/African American subgroup in total from 1,166 in 18-19.

Measurable Objective 2:Reduce the percent of chronically absent students from 23.6% to 20% by 2020 as measured by Infinite Campus and reported on NSPF.

Measurable Objective 3:Reduce the percent of chronically absent White/Caucasian students from 31.3%% to 21.3% by 2020 as measured by Infinite Campus and reported on NSPF.

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:

YesNCCAT-S Indicators: 1.8



Professional Learning Meetings (PLM) held before school will address engagement strategies to use in classrooms during Tier I instruction. Admin. and strategist will attend MTSS professional learning sessions and work with staff to complete the Tiered Fidelity Inventory. Professional learning will be provided on behavior RTI and interventions.

People: Admin, teachers, strategists, student success advocates, ESD Time: during school day Materials: Technology, Instructional Software, Instructional Materials, Curriculum Engine, Collaboration Documents Funding: Federal, state and local funds, including Title I have been blended and braided to implement this action step.

PLM agenda/minutes, Tiered Fidelity Inventory, Behavior and attendance visualization on datalab

August 2019- May 2020 administration, teachers, and strategists

N/A

Comments:

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

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

Comments:

3.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Playworks, Recess Reboot will increase participation and peer mediation during recess in an effort to improve social-emotional and physical safety of students. Universal behavioral supports through Positive Behavior Intervention and Supports (PBIS).

People: Admin, teachers, strategist, ESD, Playworks (United Health Care Partnership), Behavior Mentor, Student Success Advocates Time: during school day Materials: Technology, Instructional Software, Instructional Materials, Curriculum Engine, Collaboration Documents Funding: Federal, state and local funds, including Title I have been blended and braided to implement this action step.

Lesson plans, classroom observations Student Surveys Datalab behavior tab Playworks - Meeting Agendas/Minutes PBIS - Meetings/Minutes, Behavior Rubrics, Lesson Plans

August 2019- May 2020 Administration, Strategists and teachers

N/A

Comments:


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)

Read By Grade 3 TBD Learning Strategist working with students and teachers (coaching, student intervention) Goal 1

SB178 451,200 Staffing, Tier II/Tier III Intervention Professional Development and instructional materials, software and technology Goals 1, 2 and 3

Title I 442,800 Staffing, instructional materials, extra duty pay for PD and collaboration, software and technology Goals 1, 2 and 3

Strategic Budget $4,723,001.83 Staffing, instructional materials and supplies Goals 1, 2 and 3Title III $12,408 Kagan professional development and extra duty pay for teachers Goals 1 and 2



COMPONENT IV: REQUIRED ELEMENTS FOR TITLE I SCHOOLS:

Title I Schools operating a Schoolwide Program must complete Items 1 through 5 on this page.

1. Describe the school's strategies to attract effective, highly-qualified teachers to your school.Panel interviews are conducted with at least one grade level representative to provide peer perspectives. Weekly mentoring provided for new and transferring teachers to Hal Smith. All new teachers receive an information packet which includes detailed procedures, expectations and questions to review with their mentor. Schoolwide procedures and expectations are thoroughly reviewed. We encourage a strong collaborative community with weekly PLC and PLM discussions to support teachers.

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.Parents Educating All Kids (P.E.A.K.) days focus on skills they can help their children with in order to improve achievement in reading and math. Multicultural Night allows for families to experience showcased cultural projects and performing arts. A PTSAPT is held in November for all parents to meet one on one with their child's classroom teacher to discuss academic progress. During Science Day, student inquiry-based projects are on display for parents. Monthly SOT meetings offer parents resources, information from other CCSD departments, and information about the Nevada program for college for Kindergartners. All communication (including the bi-monthly newsletter) is translated into Spanish and is sent out via hard copy, Parentlink, ClassDojo, and social media.

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.).Title I provides two half day programs for Pre-K children for the full school year (4 days a week, with a parent component on Fridays). Several Kindergarten PEAK days focus on readiness skills in math and reading. The counselor teaches "Moving on to Middle School" skills to all fifth grade students along with a fifth grade parent meeting to assist with middle school articulation in literacy and math for parents and students. The counselor works with Harney MS and magnet schools to provide students and parents information, assemblies, and opportunities to visit Harney MS.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Time is provided during weekly PLCs as well as STPT to develop common assessments with performance tasks aligned with NVACS. Data from assessments discussed during PLCs and STPTs help teachers determine next steps for curriculum, pacing, instruction and development of short and long term goals. To monitor teachers pre enter CFA Data to PLC/CFA Google Form and all data is aggregated and disaggregated to pinpoint areas of success and need for future planning. Assessments are used for vertical alignment of standards, grade level and classroom differentiation/interventions. AR and STAR assessments guide teachers' lesson development during reading instruction.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsAll action steps and funding sources are coordinated. Title I provides support for Tier I, II, and III through the strategists, technology, instructional assistants, and tutoring. Data analysis and teacher support is provided through collaboration time and supports RTI efforts by providing Tier III tutoring and Fast ForWord. General fund purchases supplemental classroom materials in reading and math. Toyota grant will be submitted to support literacy goals with learning materials and student reading incentives. Title III supports ELL students by providing teachers with professional development in engagement and discourse strategies and Tier III programming.



Plan for improving the school climate

Goal:Increase the percent of students who respond "easy or very easy" to the following statement, "Finishing tasks even if they are hard for me" from 68.7% to 75% by December 2019 as measured by the districtwide survey.

Action Plan: How will this plan improve the school climate?School climate will improve because systems and structures are put into place to support teachers with professional development in standards-based instructional practices, task development and assessment through coaching and feedback which will support students' learning.

Monitoring Plan: How will you track the implementation of this plan?Formal Observation cycles, Informal observations, and student perception surveys.

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?Time on task forms, growth and proficiency analysis of student performance tasks, MAP.



APPENDIX A - Professional Development Plan

1.1Teachers will receive professional learning on purposeful planning (prioritizing standards, unwrapping NVACS, determining learning targets and success criteria, and developing learning tasks & common assessments). Additional professional learning and coaching on how to read and use data (formative, MAP, STAR, easyRCBM assessments) to make instructional decisions and student discourse strategies (engagement strategies and Cooperative Learning Structures).Teachers will continue to receive support and coaching on reading strategies to be implemented and scaffolded for students consistently during reading block.

Goal 1 Additional PD Action Step (Optional)

2.1Professional learning and coaching on purposeful planning (prioritizing standards, unwrapping NVACS, scaffolding, determining learning targets and success criteria, and developing learning tasks & common assessments); how to read and use data (formative, MAP, STAR, easyRCBM assessments) to make instructional decisions; how to use new reading and math resources and student discourse and engagement strategies. Teachers will participate in instructional rounds to monitor strategies implemented, rigor/task complexity, and Tier I Lesson Plan Protocol implementation. Professional learning will be provided on the RTI process and Tier II and Tier III intervention.


3.1Professional Learning Meetings (PLM) held before school will address engagement strategies to use in classrooms during Tier I instruction. Admin. and strategist will attend MTSS professional learning sessions and work with staff to complete the Tiered Fidelity Inventory. Professional learning will be provided on behavior RTI and interventions.




APPENDIX B - Family Engagement Plan

1.2Grade level specific strategies and resources in reading shared with parents during Parents Educating All Kids (P.E.A.K) days. Family events focusing on content areas will be held twice yearly. Student data communicated with parents on a monthly basis through progress reports. Spread the Word Nevada will provide books for students and monthly breakfast with books activities for families. Additionally, Social Media Outlets (Twitter and Facebook) will be leveraged to engage parents.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Grade level specific strategies and resources in reading shared with parents during Parents Educating All Kids (P.E.A.K.) days. Family events focusing on content areas will be held twice yearly. Student data communicated with parents on a monthly basis through progress reports. Spread the Word Nevada will provide books for students and monthly breakfast with books activities for families. Additionally, Social Media Outlets (Twitter and Facebook) will be leveraged to engage parents.


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:All students will increase proficiency in ELA fro 25.3% to 37.9% by 2020 as measured by state summative assessments. (This goal has been calculated to meet the NDE target by 2022)

Measurable Objective(s):

Increase the percent of 3rd grade students proficient from 21.3% to 31.3% by 2020 as measured by the SBAC.Increase the percent of 1-5 students meeting proficiency (not-at risk) from 36% to 41% by Spring as measured by MAP interim 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

1.1

Teachers will receive professional learning on purposeful planning (prioritizing standards, unwrapping NVACS, determining learning targets and success criteria, and developing learning tasks & common assessments). Additional professional learning and coaching on how to read and use data (formative, MAP, STAR, easyRCBM assessments) to make instructional decisions and student discourse strategies (engagement strategies and Cooperative Learning Structures).Teachers will continue to receive support and coaching on reading strategies to be implemented and scaffolded for students consistently during reading block.

N/A

Progress

Barriers

Next Steps

1.2

Grade level specific strategies and resources in reading shared with parents during Parents Educating All Kids (P.E.A.K) days. Family events focusing on content areas will be held twice yearly. Student data communicated with parents on a monthly basis through progress reports. Spread the Word Nevada will provide books for students and monthly breakfast with books activities for families. Additionally, Social Media Outlets (Twitter and Facebook) will be leveraged to engage parents.

N/A

Progress



Barriers

Next Steps

1.3

Teachers will participate in PLCs to collaborate, lesson plan and develop common grade level assessments, including performance tasks, that measure mastery of the NVACS and plan for lessons that support students' growth toward or mastery of NVACS. Teachers will utilize and analyze Core Phonics Diagnostic, MAP, ESGI, and easyRCBM assessments to plan for differentiation and intervention groups within the classroom. Teachers, Learning Strategists, Title I Instructional Assistants, will provide intervention groups in reading. Humanities blocks (STEM lab) will focus on grade level standards. Develop/align Reading/Writing Tier I/II Programs with Lesson Plan Protocols, Master Schedule Tier I/Tier II instruction for coordination of Special Education and Tier II/III services.

N/A

Progress

Barriers

Next Steps

1.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Increase the percent of students meeting Adequate Growth Percentile in ELA from 34.5% to 39.5% by 2020 as measured by state summative assessments and reported on the Nevada School Performance Framework.


Increase the percent of Black/African American meeting Adequate Growth Percentile in ELA from 29% to 39% by 2020 as measured by state summative assessments and reported on the Nevada School Performance Framework.Increase the percent of Hispanic/Latino meeting Adequate Growth Percentile in ELA from 33% to 38% by 2020 as measured by state summative assessments and reported on the Nevada School Performance Framework.Increase the percent of White/Caucasian meeting Adequate Growth Percentile in ELA from 40% to 50% by 2020 as measured by state summative assessments and reported on the Nevada School Performance Framework.

StatusN/A

Comments:



2.1

Professional learning and coaching on purposeful planning (prioritizing standards, unwrapping NVACS, scaffolding, determining learning targets and success criteria, and developing learning tasks & common assessments); how to read and use data (formative, MAP, STAR, easyRCBM assessments) to make instructional decisions; how to use new reading and math resources and student discourse and engagement strategies. Teachers will participate in instructional rounds to monitor strategies implemented, rigor/task complexity, and Tier I Lesson Plan Protocol implementation. Professional learning will be provided on the RTI process and Tier II and Tier III intervention.

N/A

Progress

Barriers

Next Steps



2.2

Grade level specific strategies and resources in reading shared with parents during Parents Educating All Kids (P.E.A.K.) days. Family events focusing on content areas will be held twice yearly. Student data communicated with parents on a monthly basis through progress reports. Spread the Word Nevada will provide books for students and monthly breakfast with books activities for families. Additionally, Social Media Outlets (Twitter and Facebook) will be leveraged to engage parents.

N/A

Progress

Barriers

Next Steps

2.3

Teachers will use PLC/CFA Google Form to collaborate, analyze data, and create lesson plans aligned to NVACS for all content areas. Student discourse and engagement strategies will be implemented during Tier I instruction in reading. Teachers, Learning Strategists, and Instructional Assistants will provide intervention groups in reading. RTI process, which includes analyzing data to inform instructional decisions, will be implemented by all teachers. Teachers will utilize technology to differentiate instruction.

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Priority Need/Goal 3Priority Need/Goal 3:Ensure students feel safe and engaged at school through positive, student-centered learning environments


Decrease the number and percent of behavior referrals in total from 1,924 in 18-19. Decrease the number of behavior referrals in the Black/African American subgroup in total from 1,166 in 18-19.Reduce the percent of chronically absent students from 23.6% to 20% by 2020 as measured by Infinite Campus and reported on NSPF.Reduce the percent of chronically absent White/Caucasian students from 31.3%% to 21.3% by 2020 as measured by Infinite Campus and reported on NSPF.

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3.1Professional Learning Meetings (PLM) held before school will address engagement strategies to use in classrooms during Tier I instruction. Admin. and strategist will attend MTSS professional learning sessions and work with staff to complete the Tiered Fidelity Inventory. Professional learning will be provided on behavior RTI and interventions.

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3.3 Playworks, Recess Reboot will increase participation and peer mediation during recess in an effort to improve social-emotional and physical safety of students. Universal behavioral supports through Positive Behavior Intervention and Supports (PBIS). N/A

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