School Performance Plan · Academic Progress Imagine Learning WIDA Access Summer Academy 1/2/3)...

School Performance Plan

School NameDetwiler, Ollie ES

Address (City, State, Zip Code, Telephone):1960 Ferrell St

Las Vegas, NV 89106-1239, (702) 799-1830

Superintendent/Assistant Chief: Pat Skorkowski / Lorna James-Cervantes

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 PositionJody Cushman Parent Deborah Palermo PrincipalDerek Stevens Asst. Principal Monica Gomez First Grade Teacher

Jessica Massanari Third Grade Teacher Paula Kerchinski ECSE TeacherHettie Caldwell Librarian Andrew Kelly Fifth Grade TeacherLaurie Nicholas Fourth Grade Teacher Brandon Reys Kindergarten Teacher

Stephanie Kennedy Second Grade Teacher

Nevada Department of Education Detwiler, Ollie ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 11/30/2016 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

Summative Assessments ELL Program Policies and Procedures Teacher/Administrator Observation DataStatewide Assessments Teacher/Administrator Observation Data IEP ComplianceTeacher/Administrator Observation Data AMAOs/ELPA Analysis N/AInterim Assessments Content/ESL Staffing and Professional Development N/AN/A N/A N/AOther: iReady Other: Imagine Learning Other:Other: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.The Detwiler demographic data, as of count day in September 2015, African American (27.64%), White/Caucasian (4.34%), Hispanic/Latino (62.06%), Multi-race (3.39%), FRL (94.31%), IEP (13.82%), and EL (41.46%) with a total of 738 students. We are a ZOOM school and follow the ZOOM model with integrity. We use multiple data sources to determine the strength and weaknesses of the instructional program we provide to all students. We are able to confirm our proficiency gains and limitations based upon these multiple sources of data to create improved opportunities to increase student achievement.Our overall percent proficient in ELA is 23.47%. We will address these concerns in goal 1 of our plan.The most recent statewide summative assessment data identified:The percent proficient in grade 3 ELA is 27.0%. The percent proficient in grade 4 ELA is 11.88%. The percent proficient in grade 5 ELA is 32.26%.



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:Grade level proficiency trend has continued to increase on formative and summative assessments. This growth has not been at a rate that will increase proficiency student within a year. The level of rigor in daily instruction must increase to meet the proficiency expectations of Nevada Academic Content Standards.

Measurable Objective 1:Increase the percent of 3rd grade students proficient in ELA from 27% to 31% by 2017 as measured by state assessments.

Measurable Objective 2:Decrease the percent of Kindergarteners below level in Reading from 92%(fall) to 72%(spring) as measured by the iReady assessment.

Measurable Objective 3:Decrease the percent of first graders below level in Reading from 91%(fall) to 71 %(spring) as measured by the iReady assessment.

Measurable Objective 4:Decrease the percent of second graders below level in Reading from 92%(fall) to 72 %(spring) as measured by the iReady assessment.

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) Staff members will actively participate in professional development focused on implementing best practice, reading instruction, ELL Cohort A Master Plan and Zoom Literacy Framework using a variety of strategies and resources to meet the expectations and rigor of Nevada Academic Content Standards. 2) Teachers will have the opportunity to conduct instructional observations to develop and refine instructional skills/strategies with support from our Strategists.

1) Reading Project Facilitator (provided by ZOOM),ELL Student Success Advocate (SSA), Read by 3 Strategist, Subs for grade level collaboration (Title I) 2) Learning Strategist (2) (provided byTitle I) - Read by 3 Strategist (provided by Read by 3)

1) Lesson Planning, Grade Level Collaboration Minutes, Peer Curriculum Observations, Administration Observation notes, student achievement data (iReady, etc.), Title I sign-ins/agendas, staff surveys, and ELL Professional Development logs, Read by 3 agendas 2) Participant notes, teacher reflections, coaching logs

1) Lesson Planning, Grade Level Collaboration Minutes (Teachers, weekly), Sign-ins/agendas from PD, staff surveys, and Administration Observation notes (admin, monthly), student achievement data (iReady, etc.) - (Admin, Strategist, Reading Project Facilitator, Read by 3 Strategist, SSA three times per year) 2) Participant notes, teacher reflections, coaching logs (Teacher,SSA and Strategists, monitored monthly)

N/A

Comments:

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

Status

1.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Staff members will plan and facilitate parent meetings and workshops across grade levels focused on age appropriate reading proficiency levels and corresponding site specific data. Parent meetings and workshops will be monthly.

Title I extra duty pay and snacks (Title I) Materials for make it take it workshops (Title I) Spread the Word Nevada - snack time with books once per month

Master Calendar-Monthly Parent Meeting / Workshop Agendas-Monthly Snack Time with Books flyers-Monthly

Title I Learning Strategist - Monthly Read by 3 Strategist - Monthly Grade Level Representative-Semester Librarian-Monthly Administration-Monthly

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1) Staff members will apply the professional development focused on implementing best practice, reading instruction, Read by 3 expectations, ELL Cohort A Master Plan and Zoom Literacy Framework using a variety of strategies and resources to meet the expectations and rigor of Nevada Academic Content Standards. 2) Teachers will apply reflections from their instructional observations to develop and refine instructional skills/strategies with support from our Strategist. 3)Teachers will review data during PLC's and/or SBCT to determine instructional practices.

1) Learning Strategists (2)- Title I, Read by 3 Strategist - provided by Read by 3, Lead Teachers (general funds), CTT's (2) - Title I, Certified Temporary Tutor, Zoom Reading Project Facilitator, Zoom Reading Center Tutors (4) - provided by ZOOM.

1) Lesson Planning, Grade Level Collaboration Minutes, Peer Curriculum Observations, Site Based Collaboration Time (SBCT), Administration Observation notes, student achievement data (iReady, etc.), 2) Coaching logs, Administration observation notes, Read by 3 data

1) Lesson Planning, Grade Level Collaboration Minutes (Teachers, weekly), Administration Observation notes (admin, monthly), student achievement data (iReady, etc.) - (Admin, SSA, Strategists, Reading Project Facilitator, three times per year) 2) Administration observation notes (admin, monthly), coaching logs (Teacher and Strategist, monitored monthly)

N/A

Comments:

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



1) Zoom initiatives: PreK, Full Day class size reduction Kindergarten, Zoom Reading Center, Summer Academy 2) Certified Temporary Tutor (CTT) work with students on RTI interventions and small group instruction.

1) PreK Teacher (2), Kindergarten Teacher (6), Zoom Reading Project Facilitator (1), Zoom Paraprofessional Tutors (4) - (Provided by ZOOM) 2) CTT's (Title I)

Early Language and Literacy Classroom Observation Measures of Academic Progress Imagine Learning WIDA Access Summer Academy

1/2/3) iReady Data-Monthly, DRA -Semester (Teachers, Strategists, ZOOM facilitator, and Administration, monitored monthly) 2) Sign-in sheets and weekly schedule (Learning Strategist, monthly) 3) Rosters and schedules (Admin, monthly)

N/A

Comments:





Priority Need/Goal 2:Decrease the percentage of EL students non-proficient in Reading in grades K-3.

Root Causes:The majority of time, resources, and professional development has been focused on English Language Arts instruction. Improved vocabulary and concept development need additional time and targeted differentiated instruction to meet the needs of all students.Sub group data previously was not available.

Measurable Objective 1:Increase the percentage of 3rd grade ELs who are on or above grade level in reading, as measured by end of year assessments, from 27% to 31% by June 2017.

Measurable Objective 2:Increase the percentage of K-2 ELs who are on or above grade level in reading, as measured by iReady, from 26% to 36% by June 2017.

Measurable Objective 3:Increase the percent of ELs meeting AGP, as measured by ELPA, from 62.20% to 72.20% by June 2017.

Measurable Objective 4:Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 44.38% to 39.38% by 2017 as measured by state assessments.

Measurable Objective 5:Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 48.06% to 42.06% 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

Position Responsible

Monitoring

Status

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



1) All action steps in goal 1 2) Grade Level Leaders will facilitate grade level collaboration during Professional Learning Communities (PLC) focused on Math and ELA. Resources and materials for differentiation will be shared and daily instructional schedule standardized for each grade level. 3) The opportunity for PD on CORE vocabulary instruction for ELL students will be available to teachers. 4) PD for admin, provided by Zoom, focuses on the expectations of Zoom. Admin and staff will attend PD and conferences focused on teaching and supporting English Learners Cohort A ELL Master Plan.

1) Reference 1.1 2) Grade Level Leaders (general funds), Learning Strategists (provided by Title I), Read by 3 Strategist (provided by Read by 3),Subs for Grade Level Collaborative Planning (Title I) 3) PD funds and books/supplies (Title I) 4) ELL Tutor (ELL funding), 5) Zoom Reading Center and Summer Academy (provided by Zoom)

1) Please reference 1.1 2) PLC Agenda, Progress Monitoring Data, Classroom Observations, Lesson Plans, Collaborative Planning Minutes 3) Sign in sheets, evaluations, classroom observations for implementation. 4) Student Achievement Data as measured by WIDA/iReady (3 times per year).

1) Please reference 1.1 2) PLC Agenda, Collaborative Planning Minutes (Grade Level Leaders-Weekly), Progress Monitoring Data (Learning Strategists, three times per year), Classroom Observations (admin, monthly), Lesson Plans (teachers, weekly) 3) Sign-in sheets, evaluations (teachers, PZ Data Facilitator, Nov 2016 -Feb 2017) 4) Zoom Initiatives: Administration and Assistant Chief (2016-17 school year)

N/A

Comments:

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

Responsible

Monitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1) Staff members will plan and facilitate parent meetings and workshops focused on age appropriate proficiency levels, bullying and corresponding site specific data. Translation services will be provided by a support staff member beginning in Jan. 2) Two Zoom Family Nights will be held (one in the winter and one in the spring), Zoom newsletters will be sent out starting in November.

1) Extra duty pay, Materials for make it take it workshops, and snacks (Title I), Support Staff Extra Duty (Title I), Spread the Word Nevada - snack time with books once per month 2) Parent Engagement Project Facilitator (Zoom)

1) Title I sign in sheets, Master Calendar, Parent Meeting / Workshop Agendas, Snack Time with Books flyers 2) Attendance counts and/or sign-in sheets from family events, Parent survey data, Site logs of parent contact and activities.

Title I sign in sheets, Parent Meeting/Workshop Agendas (Strategist, monthly), Snack Time with Books flyers (Librarian, Monthly), Master Calendar (Administration, monthly)

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1) All action steps in goal 1 2) Grade Level Leaders will implement lessons from the grade level collaboration during Professional Learning Communities (PLC) focused on Math and ELA. Resources and materials for differentiation will be utilized and daily instructional schedule standardized for each grade level. Grade level teams will collaborate weekly with strategists or administration to plan using the Nevada Academic Content Standards to determine classroom instruction that engages students in relevant content discourse and application. 3) CORE vocabulary instruction will be implemented across content areas. 4) Implementation of Zoom PD

1) Reference 1.3 2) Grade Level Leaders (general funds), Learning Strategists (provided by Title I), Read by 3 Strategist (provided by Read 3), Subs for Grade Level Collaborative Planning (Title I 3) PD funds and books/supplies (Title I) 4) Tier I instructional materials (Zoom), 5) ELL support Tutor (ELL Fund) 6) CTT's (Title I)

1) Please reference 1.3 2) PLC Agenda, Progress Monitoring Data, Classroom Observations, Lesson Plans, Collaborative Planning Minutes 3) Sign-in sheets, evaluations, classroom observations for implementation 4) District/State Assessments (3 times per year), WIDA ACCESS pre- and post-tests Timeline: Administration and Assistant Chief (2016-17 school year)

Lead Teachers-Weekly 1) Please reference1.3 2) PLC Agenda, Collaborative Planning Minutes (Grade Level Leaders-Weekly), Progress Monitoring Data (Learning Strategists, monthly), Classroom Observations (admin,monthly), Lesson Plans (teachers, weekly) 3) Sign-in sheets, evaluations (teachers, PZ Data Facilitator, Nov 2016 -Feb 2017) 4) Zoom Initiatives: Administration and Assistant Chief (2016-17 school year)

N/A

Comments:



2.4 Other (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: 1) Zoom initiatives: PreK, Full Day class size reduction Kindergarten, Zoom Reading Center, Summer Academy 2) CCT's work with students on RTI interventions and small group instruction.

1) PreK Teacher (2), Kindergarten Teacher (6), Zoom Reading Project Facilitator (1), Zoom Paraprofessional Tutors (4) - (Provided by ZOOM) 2) CTT's (2)- (provided by Title I)

1/2/3) iReady Data-Monthly, DRA -Semester 2) Sign-in sheets and weekly schedule 3) rosters and schedules WIDA Access Summer Academy

1/2/3) iReady Data-Monthly,DRA -Semester (Teachers, PZIC, ZOOM facilitator, and Administration, monitored monthly) 2) Sign-in sheets and weekly schedule (Learning Strategist, monthly) 3) Rosters and schedules (Admin, monthly)

N/A

Comments:





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

Root Causes:Most of the staff has participated in school-based cultural competency professional development . New staff not previously trained will need to participate in cultural competency activities.

Measurable Objective 1:100% of staff will participate in a school-based cultural competency professional development session 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

Position Responsible

Monitoring

Status

3.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: All untrained staff will participate in a professional development session utilizing materials provided by the District's Equity and Diversity Department.

Training materials from Equity and Diversity Department.

Sign- in sheets, Teacher observation data (NEPF)

The principal is responsible for ensuring this action step takes place during the 2016-2017 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: No 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: Action Step: CCSD will offer recruitment/retention incentives in accordance with the list of incentives approved by the Nevada State Board of Education: Financial Incentives, Opportunities for Professional Growth, Administrative Support and Leadership, School Culture and Working Conditions.

Estimated Costs for 29 Zoom elementary and secondary schools: $787,006.84

Teacher Survey Data, Possible data from HR, including retention/turnover rates.

Zoom Initiatives: Administration and Assistant Chief (2016-17 school year)

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)

16-17 Title I & Parent Set-Aside $277,780.00

Community in Schools ($17,370),

Pallet of paper, easel pads ($1,779.93)

Chromebooks, headphones, power strips, projectors and laptops ($43,256.67)

Chromebook carts ($6750.00)

Accelerated Reader ($6286.50)

Substitutes for PD, coaching, and mentoring ($1,176.00)

Books for Number Talk PD ($920.00)

Support staff extra-duty pay for translation ($6613.28)

Refreshments for parent trainings ($698.00)

Licensed Extra-Duty pay for parent meetings ($1472.00)Instructional materials for parent events ($623.00)

Goals 1 and 2

16-17 ELL Funding $9886.08 Prep buy outs for intervention groupsExtra-duty pay for Tutoring

Goals 1 and 2

16-17 Zoom 25 millionTotal funding for Zoom schools . Funding will provide for Pre-K half days, 4 days a week; Full Day Kindergarten; Reading Skills Center; Summer Academy Intersession; Professional Development; Recruitment/Retention Initiatives; and Family Engagement Opportunities.

Goals 1, 2 and 3



COMPONENT IV: REQUIRED ELEMENTS FOR TITLE I SCHOOLS:

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

1. Describe the school's strategies to attract effective, highly-qualified teachers to your school.Through a collaborative effort with CCSD Human Resources and current staff members, we seek out and recruit highly qualified educators that fit our students, community, and collaborative environment. Teachers are provided with common planning time for professional development and collaboration.

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.Detwiler Elementary staff facilitate multiple opportunities for community members to participate in their child's educational experience. Parent involvement activities include: grade level specific parent meetings, parent workshops, Fine Art Presentations, Academic Nights, and Student / Parent Conferences. In addition, we have Community in Schools position on site everyday to work with students and their families. Academic information is shared through progress reports and the Parent Portal.

3. Describe the school's plans for transition and articulation between school programs (ie: assisting preschool children from early childhood programs such as Head Start, Even Start, or a state-run preschool program to elementary school, elementary school to middle school, and middle to high school, etc.).Grade level team members in PreK, Kindergarten, and First Grade collaborate and support monthly parent workshops in addition to their grade level specific parent meetings that focus on age appropriate skills and current achievement levels. Fifth grade students and their parents are exposed to Magnet School opportunities beyond their zone middle school assignment. In the Spring, fifth grade students travel to West Prep Middle School for a preliminary orientation facilitated by staff and students.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Detwiler Elementary teachers creates common grade level formative and summative assessments to determine student proficiency. Formal formative assessments are given each Semester per school year to monitor and calibrate instruction.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsAll resources provided become a part of what we do on a daily basis to meet the needs of our students. Instructional resources, staff, and learning opportunities are provided as a result of additional support provided by outside services and agencies. Example: Community in Schools, Zoom, Title I, etc.



APPENDIX A - Professional Development Plan

1.11) Staff members will actively participate in professional development focused on implementing best practice, reading instruction, ELL Cohort A Master Plan and Zoom Literacy Framework using a variety of strategies and resources to meet the expectations and rigor of Nevada Academic Content Standards. 2) Teachers will have the opportunity to conduct instructional observations to develop and refine instructional skills/strategies with support from our Strategists.

Goal 1 Additional PD Action Step (Optional)

2.11) All action steps in goal 1 2) Grade Level Leaders will facilitate grade level collaboration during Professional Learning Communities (PLC) focused on Math and ELA. Resources and materials for differentiation will be shared and daily instructional schedule standardized for each grade level. 3) The opportunity for PD on CORE vocabulary instruction for ELL students will be available to teachers. 4) PD for admin, provided by Zoom, focuses on the expectations of Zoom. Admin and staff will attend PD and conferences focused on teaching and supporting English Learners Cohort A ELL Master Plan.


3.1All untrained staff will participate in a professional development session utilizing materials provided by the District's Equity and Diversity Department.




APPENDIX B - Family Engagement Plan

1.2Staff members will plan and facilitate parent meetings and workshops across grade levels focused on age appropriate reading proficiency levels and corresponding site specific data. Parent meetings and workshops will be monthly.

Goal 1 Additional Family Engagement Action Step (Optional)

2.21) Staff members will plan and facilitate parent meetings and workshops focused on age appropriate proficiency levels, bullying and corresponding site specific data. Translation services will be provided by a support staff member beginning in Jan. 2) Two Zoom Family Nights will be held (one in the winter and one in the spring), Zoom newsletters will be sent out starting in November.


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 ELA from 27% to 31% by 2017 as measured by state assessments.Decrease the percent of Kindergarteners below level in Reading from 92%(fall) to 72%(spring) as measured by the iReady assessment.Decrease the percent of first graders below level in Reading from 91%(fall) to 71 %(spring) as measured by the iReady assessment.Decrease the percent of second graders below level in Reading from 92%(fall) to 72 %(spring) as measured by the iReady assessment.

StatusN/A

Comments:

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

Mid-Year End-of-Year

1.1

1) Staff members will actively participate in professional development focused on implementing best practice, reading instruction, ELL Cohort A Master Plan and Zoom Literacy Framework using a variety of strategies and resources to meet the expectations and rigor of Nevada Academic Content Standards. 2) Teachers will have the opportunity to conduct instructional observations to develop and refine instructional skills/strategies with support from our Strategists.

Progress

Barriers

Next Steps

1.2 Staff members will plan and facilitate parent meetings and workshops across grade levels focused on age appropriate reading proficiency levels and corresponding site specific data. Parent meetings and workshops will be monthly.



Progress

BarriersNext Steps

1.3

1) Staff members will apply the professional development focused on implementing best practice, reading instruction, Read by 3 expectations, ELL Cohort A Master Plan and Zoom Literacy Framework using a variety of strategies and resources to meet the expectations and rigor of Nevada Academic Content Standards. 2) Teachers will apply reflections from their instructional observations to develop and refine instructional skills/strategies with support from our Strategist. 3)Teachers will review data during PLC's and/or SBCT to determine instructional practices.

Progress

Barriers

Next Steps

1.4 1) Zoom initiatives: PreK, Full Day class size reduction Kindergarten, Zoom Reading Center, Summer Academy 2) Certified Temporary Tutor (CTT) work with students on RTI interventions and small group instruction.

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Decrease the percentage of EL students non-proficient in Reading in grades K-3.


Increase the percentage of 3rd grade ELs who are on or above grade level in reading, as measured by end of year assessments, from 27% to 31% by June 2017.Increase the percentage of K-2 ELs who are on or above grade level in reading, as measured by iReady, from 26% to 36% by June 2017.Increase the percent of ELs meeting AGP, as measured by ELPA, from 62.20% to 72.20% by June 2017.Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 44.38% to 39.38% 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 48.06% to 42.06% by 2017 as measured by state assessments.

StatusN/A

Comments:



2.1

1) All action steps in goal 1 2) Grade Level Leaders will facilitate grade level collaboration during Professional Learning Communities (PLC) focused on Math and ELA. Resources and materials for differentiation will be shared and daily instructional schedule standardized for each grade level. 3) The opportunity for PD on CORE vocabulary instruction for ELL students will be available to teachers. 4) PD for admin, provided by Zoom, focuses on the expectations of Zoom. Admin and staff will attend PD and conferences focused on teaching and supporting English Learners Cohort A ELL Master Plan.

Progress

Barriers

Next Steps



2.21) Staff members will plan and facilitate parent meetings and workshops focused on age appropriate proficiency levels, bullying and corresponding site specific data. Translation services will be provided by a support staff member beginning in Jan. 2) Two Zoom Family Nights will be held (one in the winter and one in the spring), Zoom newsletters will be sent out starting in November.

Progress

Barriers

Next Steps

2.3

1) All action steps in goal 1 2) Grade Level Leaders will implement lessons from the grade level collaboration during Professional Learning Communities (PLC) focused on Math and ELA. Resources and materials for differentiation will be utilized and daily instructional schedule standardized for each grade level. Grade level teams will collaborate weekly with strategists or administration to plan using the Nevada Academic Content Standards to determine classroom instruction that engages students in relevant content discourse and application. 3) CORE vocabulary instruction will be implemented across content areas. 4) Implementation of Zoom PD

Progress

Barriers

Next Steps

2.4 1) Zoom initiatives: PreK, Full Day class size reduction Kindergarten, Zoom Reading Center, Summer Academy 2) CCT's work with students on RTI interventions and small group instruction.

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

StatusN/A

Comments:



3.1 All untrained staff will participate in a professional development session utilizing materials provided by the District's Equity and Diversity Department.

Progress

Barriers

Next Steps

3.2

Progress



Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4Action Step: CCSD will offer recruitment/retention incentives in accordance with the list of incentives approved by the Nevada State Board of Education: Financial Incentives, Opportunities for Professional Growth, Administrative Support and Leadership, School Culture and Working Conditions.

Progress

Barriers

Next Steps



School Performance Plan · Academic Progress Imagine Learning WIDA Access Summer Academy 1/2/3)...

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