School Performance Plan - Clark County School District€¦ · Edwards ES analyzed i-Ready data...

School Performance Plan

School NameEdwards, Elbert ES

Address (City, State, Zip Code, Telephone):4551 Diamond Head Dr

Las Vegas, NV 89110-3342, (702) 799-7320

Superintendent/Assistant Chief: Pat Skorkowsky / April Key

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Elementary

Classification: 2 Star

NCCAT-S: Review

*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 PositionMaria Tabullo Parent Diane Lewis Principal

Jill Fisher Asst. Principal Juli Hsieh StrategistKathy Rozek Strategist David Young StrategistLena Scaloro Strategist Karla Tadmor Strategist

Leslie Hytonen Strategist

Nevada Department of Education Edwards, Elbert 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

Summative Assessments Achievement Gap Data NAFormative Assessments Practice NA NANA 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.Edwards ES analyzed summative and formative data to make informative decisions to help drive the action steps in the School Performance Plan. According to the 15-16 SBAC baseline results, 19.38% of the students were proficient in math and 32.50% of the students were proficient in ELA. The LEP subgroup was 20.3% proficient in ELA and 13.3% proficient in math.

Edwards ES analyzed i-Ready data formative data from the 2015-16 school year to make informative decisions regarding the action steps in the School Performance Plan. Last year, students in K-5th grades that were On or Above grade level in math went from 7% (Fall) to 30% (Spring). In Reading, student in K-5th grades that were On or Above grade level increased from 13% (Fall) to 43% (Spring). In Fall 2016, K-5th grade students On or Above grade level is 7% in math and 17% in reading. The 2016-17 ELL subgroup On or Above grade level for the Fall benchmark reported 12.5% in reading and 4% in math.

The NCCAT-S results were analyzed in 2014-15 and the action steps will address the summary results: 1.2 All instructional staff members deliver the standards-based curriculum to all students; 1.3 All instructional staff members use effective instructional strategies to meet the learning needs of all students.; 3.1 School leadership develops and communicates a clear, shared vision and mission.



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:Inconsistent PLC Tier 1 planning, preparation, and pacing for instruction, inconsistent use of teacher-led discourse, lack of Special Education & General Education collaboration, lack of incorporating WIDA Can DO descriptors.

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading from 32.5% to 37.5% by 2017 as measured by SBAC.

Measurable Objective 2:Increase the percent of K-5 grade students On Grade Level in reading from 17% to 50% by 2017 as measured by i-Ready 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:

YesNCCAT-S Indicators: 1.2, 1.3

Teachers will receive PD in collaboration and protocols to be used during weekly PLCs to build effective data-driven instructional practices and pacing. Teachers will receive PD on academic vocabulary and discourse. Teachers can be video-taped and then reflect on their teaching. ELL professional development is provided through the ELL division through the ELL Master Plan. New teachers to Edwards participated in a Back to School Academy.

ELL department for PD, Extra duty pay for collaboration/PD (Title I), Master Schedule, PLC protocols, teachers, administration, 1 coach (Title I)

PLC notes/protocols, i-Ready data, CORE Phonics & STAR data analysis, PD agendas and sign-ins

PLC notes/protocols - weekly by Site Data Team; i-Ready benchmark data 3x/year; CORE Phonics & STAR data analysis-3xs per year at benchmark by administration

On Task



Comments:NEPF Instructional Standards = 2 & 5, Professional Responsibility Standards = 2 & 3

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

Status

1.2 Family Engagement (Required)Continuation From Last Year:

YesNCCAT-S Indicators:

Teachers will collaborate to determine the best way to communicate expectations and present strategies to support a positive home/school connection. Based on the Read by 3 initiative, Parent Universities will offer topics throughout the year to communicate the expectations and strategies that they can follow up on at home. Parents are invited to story and snack with their student for literacy.

Parent Universities (bi-monthly), Extra duty pay for collaboration (Title I), Extra duty pay for translation by a licensed teacher (Title I), materials/books for families during Parent Universities (Title I), Site Liaison (Title I), monthly grade level newsletters with strategies for home

Parent University sign-ins/evaluations, PLC notes/protocols specific to Parent Universities, Spread the Word monthly sign-ins

Parent University sign-ins/evaluations - bi-monthly by Site Liaison (Title I); PD notes/protocols specific to Parent Universities/monthly newsletter - each semester by Site Data Team

On Task

Comments:21st Century Grant/CCDFS supports parenting classes for the Parenting Project (21st Century/CCDFS), Spread the Word Nevada is a partnership with the school which has monthly sessions for story and snack.

1.3 Curriculum/Instruction/Assessment (Required)Continuation From

Last Year: YesNCCAT-S Indicators: 1.2, 1.3

Teachers will participate in collaboration using protocols during weekly PLCs facilitated by a grade level strategist/coach//admin to build effective data-driven instructional practices, pacing and lesson planning. Teachers will implement common assessments and student goal setting. Teachers will purposely plan opportunities for students to have discourse in different situations using sentence frames to prompt the students.

Extra duty pay for collaboration (Title I), Master Schedule, PLC protocols, teachers, admin, 1 coach (Title I), technology/software/books to support instruction/differentiation (Title I)

PLC notes/protocols, Observations, i-Ready data

PLC notes/protocols - weekly by Site Data Team; i-Ready benchmark data 3x/year; CORE Phonics & STAR data analysis-3xs per year at benchmark by administration

N/A


1.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: Teacher collaboration, lesson planning, and parent conferences to assist families with ideas for home reading.

Extra Duty Pay (Title III)

agendas, sign ins, lesson plans, WIDA data

Sept-June 2017; Teachers, Administration

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:A strong focus on reading led to little focus on math. Inconsistent use of preparation, planning, and pacing of Tier I instruction, lack of Special Education & General Education collaboration, inconsistent level of rigor from classroom to classroom. Lack of student discourse in math instruction.

Measurable Objective 1:Increase the percent of ELs meeting AGP, as measured by ELPA, from 67.2% to 72.2% by June 2017.

Measurable Objective 2:Increase the percentage of 3rd grade ELs who are on or above grade level in reading, as measured by end of year assessments, from 19.4% to 24% by June 2017.

Measurable Objective 3:Increase the percentage of K-2 ELs who are on or above grade level in reading, as measured by iReady, from 10% to 20% by June 2017.

Measurable Objective 4:Increase the percent of 3-5 grade students proficient in math from 19.3% to 24% by 2017 as measured by SBAC.

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.



Monitoring

Status

2.1 Professional Development (Required)Continuation From Last Year:

YesNCCAT-S Indicators: 1.2,1.3



Teachers will receive PD in collaboration and protocols to be used during weekly PLCs to build effective data-driven instructional practices and pacing. Teachers will receive PD on deliver, pacing, and questioning strategies for effective instruction. Professional Development – Zoom PD for teachers, project facilitators, and Zoom PPTs on curriculum and strategies. PD for admin, provided by Zoom, focuses on the expectations of Zoom. Admin and Zoom staff will attend PD and conferences focused on teaching and supporting English Learners

Extra duty pay for collaboration/PD (Title I), Master Schedule, PLC protocols, teachers, administration, 1 coach(Title I), Summer Academy to share strategies (Title I), extra duty pay for PD (Title I); Zoom- Estimated Costs for 29 Zoom elementary and secondary schools: $500,000 (to be paid for with non-SB 405 funds: ELL general funds, Title III, and Title I)

PLC notes/protocols, i-Ready reading & math data analysis, common assessment analysis, PD agendas and sign-in sheets; Student Achievement Data as measured by WIDA/iReady (3 times per year)

Professional Development Sept-May 2016-17 Administration will develop master calendar; PLC notes/protocols - weekly by Site Data Team; CORE Phonics & STAR reading & math data analysis-3xs per year at benchmark by administration, common assessment analysis - monthly by teachers during PLCs

N/A


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

Responsible

Monitoring

Status

2.2 Family Engagement (Required)Continuation From Last Year:

YesNCCAT-S Indicators:

Teachers will collaborate to determine the best way to communicate expectations and present strategies to support a positive home/school connection. Based on the the Read by 3 initiative, 1-1 conferences will be offered to parents to collaborate with teachers/strategists on at home strategies. In addition, Parent Universities will be offered throughout the year to communicate the expectations and strategies teachers developed during the collaboration. Parents are invited to story and snack with their student for literacy. Two ZOOM Family Nights will be held (one in the winter and one in the spring), Zoom newsletters will be sent out starting in December.

Parent Universities, Extra duty pay for collaboration (Title I), Extra duty pay for translation by a licensed teacher (Title I), materials/books for families during Parent Universities (Title I), Site Liaison (Title I), monthly grade level newsletters with strategies for home; Parent Engagement Project Facilitator (Zoom)

Parent University sign-ins/evaluations, PLC notes/protocols specific to Parent Universities; Attendance counts and/or sign-in sheets from family events, Parent survey data, Site logs of parent contact and activities

Parent University sign-ins/evaluations - monthly by Site Liaison (Title I); PD notes/protocols specific to Parent Universities/monthly newsletter - each semester by Site Data Team; Administration and Assistant Chief (2015-16 school year)

N/A

Comments:21st Century Grant/CCDFS supports parenting classes for the Parenting Project (CCLC/CCDFS), Spread the Word Nevada is a partnership with the school which has monthly sessions for story and snack.

2.3 Curriculum/Instruction/Assessment (Required)Continuation From

Last Year: YesNCCAT-S Indicators: 1.2, 1.3



Teachers will participate in collaboration using protocols during weekly PLCs facilitated by a grade level strategist/coach/admin to build effective data-driven instructional practices, pacing and lesson planning. Teachers will implement ReadyGen lessons with fidelity. Teachers will implement 45 minutes/week for students to access i-Ready math lessons. Teachers will purposely plan opportunities for students to have discourse in different situations using sentence frames to prompt the students.

Extra duty pay for collaboration (Title I), Master Schedule, PLC protocols, teachers, admin, 1 coach (Title I), instructional assistant to support differentiated instruction/intervention (Title I), technology/software/books to support instruction/differentiation (Title I)

PLC notes/protocols, i-Ready reading & math data analysis, common assessment analysis

PLC notes/protocols - weekly by Site Data Team; i-Ready reading & math data analysis-3xs per year at benchmark by administration, common assessment analysis - monthly by teachers during PLCs

N/A


2.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: 1.2, 1.3Zoom Pre-K half days Mon-Thurs, Zoom reading center, Zoom Summer Academy, Zoom Kinder curriculum

Zoom Pre-K- 1 Teacher, 1 Family Assistant, NVACS-aligned thematic units; Zoom Kinder- CCSD Literacy Framework with supplementary materials for differentiated instruction; Zoom Reading Center- CCSD Zoom Reading Center Framework, Zoom Project Facilitators, long-term sub, 3 PPTs, and Reading Center facility (furniture, books, instructional supplies, technology, and software); Zoom Summer Academy- Themed units aligned to Literacy Framework and NVACS, Math curriculum based on WestEd program, licensed and support staff, transportation personnel, nurses, crossing guards, subs, presenters, and classroom supplies

District/State Assessments (3 times per year), WIDA ACCESS pre- and post-tests; DRA and District/State Assessments (3 times per year); iReady Data (3 times per year); Student Achievement Checkpoints (3 times per year)

Zoom Pre-K Teacher, Family Assistant, and Administrator (2015-16 school year); Zoom Kindergarten teachers; Assistant Chief

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 1:100% of staff will participate in a mandatory 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.



Monitoring

Status

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

Training materials from E&DD Sign-in sheets, Teacher observation data (NEPF)

The principal is responsible for ensuring this action step takes place during the 16-17 school year.

N/A

Comments:

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

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



N/A

Comments:

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

Comments:

3.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: Retention through financial incentives, opportunities for professional growth, administrative support and leadership, school culture and working conditions.

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

Administration and Assistant Chief (2015-16 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 YearPurposes for which funds are used (include targeted audience, specific activities, intended outcomes, etc.)

Applicable

Goal(s)

Title I $289,385.201 Strategist working with teachers and professional development, class size reduction teacher, instructional assistant to work with students, Extra duty pay for collaboration and training, long term substitutes to attend collaboration time, software instruction, technology and supplies, instructional materials for parent engagement

Goals 1 and 2

21st Century Grant $115,000 After school tutoring and partnerships to support student achievement (Spread the Word Nevada, Writing adventures, Drama Kids, CCDFS, Three-Square, Mad Science) Goals 1 and 2

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. The intended outcome is to raise students with WIDA scores academic achievement.

Goals 1 and 2

Title III $12,320 Professional development and collaboration time pay for teachers Goal 2



COMPONENT IV: REQUIRED ELEMENTS FOR TITLE I SCHOOLS:

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

1. Describe the school's strategies to attract effective, highly-qualified teachers to your school.During the interview process, candidates are informed of the many incentives for working at Edwards. Edwards offers a team approach to supporting teachers on staff. Master schedules allow for PLCs. Teachers have an opportunity to earn extra money participating in PD/tutoring. Specialists serve as professional coaches offering non-evaluative suggestions to assist & help new teachers assimilate to curriculum expectations. Teachers are encouraged to participate in organized school/District PD.

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.Edwards involves parents through various activities & initiatives. Bi-monthly Parent Universities are offered to provide parents with resources & information to support student achievement. Parenting classes provide strategies to provide a positive environment at home. Teachers communicate with families through monthly newsletters. PTSAPT provides an opportunity for teachers to discuss data & strategies with parents. All conferences, meetings, & communication is provided in English & Spanish. Edwards prints progress reports for accurate grade reporting and students non-proficient must have a progress report signed by a parent. Based on student data, a standard letter will go home to inform parents the status of their students' academic progress.

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.).Fifth grade teachers work with our school counselor & the MS counselors to prepare students for transition into the middle/magnet school setting. Parent Universities advertise to families in the community for Kindergarten. Universal Pre-K is offered to all eligible students with strategies/materials provided to parents for working with Pre-K students over the summer to prepare for Kinder. Pre-K instructional staff work with kinder staff to prepare students for transition into full-day kinder.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Weekly Professional Learning Communities (PLC) encourage teachers to analyze and discuss academic assessment data. Protocols for analyzing data and using data to drive instruction will be used during PLCs. Teachers will analyze common assessments during PLCs to make weekly instructional decisions. CORE Phonics, STAR Reading, and STAR Math are used during benchmarks to provide reteaching & interventions.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsAll funding sources are integrated into the SPP. Title I & PASS funds provide the funding needed to support the PLC action steps through strategists & prep-buyouts to provide coaching, extra duty pay for PD/collaboration & PLC conference fees. Technology/software/books support Tier I/II/III. Family engagement is supported through funds for translation, supplies & books. 21st Century Grant funds after-school tutoring & community partnerships such as Spread the Word NV & CCDFS.



APPENDIX A - Professional Development Plan

1.1Teachers will receive PD in collaboration and protocols to be used during weekly PLCs to build effective data-driven instructional practices and pacing. Teachers will receive PD on academic vocabulary and discourse. Teachers can be video-taped and then reflect on their teaching. ELL professional development is provided through the ELL division through the ELL Master Plan. New teachers to Edwards participated in a Back to School Academy.

Goal 1 Additional PD Action Step (Optional)

2.1Teachers will receive PD in collaboration and protocols to be used during weekly PLCs to build effective data-driven instructional practices and pacing. Teachers will receive PD on deliver, pacing, and questioning strategies for effective instruction. Professional Development – Zoom PD for teachers, project facilitators, and Zoom PPTs on curriculum and strategies. PD for admin, provided by Zoom, focuses on the expectations of Zoom. Admin and Zoom staff will attend PD and conferences focused on teaching and supporting English Learners


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




APPENDIX B - Family Engagement Plan

1.2Teachers will collaborate to determine the best way to communicate expectations and present strategies to support a positive home/school connection. Based on the Read by 3 initiative, Parent Universities will offer topics throughout the year to communicate the expectations and strategies that they can follow up on at home. Parents are invited to story and snack with their student for literacy.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Teachers will collaborate to determine the best way to communicate expectations and present strategies to support a positive home/school connection. Based on the the Read by 3 initiative, 1-1 conferences will be offered to parents to collaborate with teachers/strategists on at home strategies. In addition, Parent Universities will be offered throughout the year to communicate the expectations and strategies teachers developed during the collaboration. Parents are invited to story and snack with their student for literacy. Two ZOOM Family Nights will be held (one in the winter and one in the spring), Zoom newsletters will be sent out starting in December.


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 32.5% to 37.5% by 2017 as measured by SBAC.Increase the percent of K-5 grade students On Grade Level in reading from 17% to 50% by 2017 as measured by i-Ready assessments.

StatusN/A

Comments:

1.1 Professional Development: NEPF Instructional Standards = 2 & 5, Professional Responsibility Standards = 2 & 31.2 Family Engagement: 21st Century Grant/CCDFS supports parenting classes for the Parenting Project (21st Century/CCDFS), Spread the Word Nevada is a partnership with the school which has monthly sessions for story and snack.1.3 Curriculum/Instruction/Assessment: NEPF Instructional Standards = 2 & 5, Professional Responsibility Standards = 2 & 31.4 Other:

Mid-Year End-of-Year

1.1

Teachers will receive PD in collaboration and protocols to be used during weekly PLCs to build effective data-driven instructional practices and pacing. Teachers will receive PD on academic vocabulary and discourse. Teachers can be video-taped and then reflect on their teaching. ELL professional development is provided through the ELL division through the ELL Master Plan. New teachers to Edwards participated in a Back to School Academy.

Progress

Barriers

Next Steps

1.2Teachers will collaborate to determine the best way to communicate expectations and present strategies to support a positive home/school connection. Based on the Read by 3 initiative, Parent Universities will offer topics throughout the year to communicate the expectations and strategies that they can follow up on at home. Parents are invited to story and snack with their student for literacy.

Progress



Barriers

Next Steps

1.3

Teachers will participate in collaboration using protocols during weekly PLCs facilitated by a grade level strategist/coach//admin to build effective data-driven instructional practices, pacing and lesson planning. Teachers will implement common assessments and student goal setting. Teachers will purposely plan opportunities for students to have discourse in different situations using sentence frames to prompt the students.

Progress

Barriers

Next Steps

1.4 Teacher collaboration, lesson planning, and parent conferences to assist families with ideas for home reading.

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.


Increase the percent of ELs meeting AGP, as measured by ELPA, from 67.2% to 72.2% by June 2017.Increase the percentage of 3rd grade ELs who are on or above grade level in reading, as measured by end of year assessments, from 19.4% to 24% by June 2017.Increase the percentage of K-2 ELs who are on or above grade level in reading, as measured by iReady, from 10% to 20% by June 2017.Increase the percent of 3-5 grade students proficient in math from 19.3% to 24% by 2017 as measured by SBAC.

StatusN/A

Comments:

2.1 Professional Development: NEPF Instructional Standards = 2 & 5, Professional Responsibility Standards = 2 & 32.2 Family Engagement: 21st Century Grant/CCDFS supports parenting classes for the Parenting Project (CCLC/CCDFS), Spread the Word Nevada is a partnership with the school which has monthly sessions for story and snack. 2.3 Curriculum/Instruction/Assessment: NEPF Instructional Standards = 2 & 5, Professional Responsibility Standards = 2 & 32.4 Other:


2.1

Teachers will receive PD in collaboration and protocols to be used during weekly PLCs to build effective data-driven instructional practices and pacing. Teachers will receive PD on deliver, pacing, and questioning strategies for effective instruction. Professional Development – Zoom PD for teachers, project facilitators, and Zoom PPTs on curriculum and strategies. PD for admin, provided by Zoom, focuses on the expectations of Zoom. Admin and Zoom staff will attend PD and conferences focused on teaching and supporting English Learners

Progress

Barriers

Next Steps



2.2

Teachers will collaborate to determine the best way to communicate expectations and present strategies to support a positive home/school connection. Based on the the Read by 3 initiative, 1-1 conferences will be offered to parents to collaborate with teachers/strategists on at home strategies. In addition, Parent Universities will be offered throughout the year to communicate the expectations and strategies teachers developed during the collaboration. Parents are invited to story and snack with their student for literacy. Two ZOOM Family Nights will be held (one in the winter and one in the spring), Zoom newsletters will be sent out starting in December.

Progress

Barriers

Next Steps

2.3

Teachers will participate in collaboration using protocols during weekly PLCs facilitated by a grade level strategist/coach/admin to build effective data-driven instructional practices, pacing and lesson planning. Teachers will implement ReadyGen lessons with fidelity. Teachers will implement 45 minutes/week for students to access i-Ready math lessons. Teachers will purposely plan opportunities for students to have discourse in different situations using sentence frames to prompt the students.

Progress

Barriers

Next Steps

2.4 Zoom Pre-K half days Mon-Thurs, Zoom reading center, Zoom Summer Academy, Zoom Kinder curriculum

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

StatusN/A

Comments:

3.1 Professional Development:3.2 Family Engagement:3.3 Curriculum/Instruction/Assessment:3.4 Other:


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

Progress

Barriers

Next Steps

3.2

Progress



Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4 Retention through financial incentives, opportunities for professional growth, administrative support and leadership, school culture and working conditions.

Progress

Barriers

Next Steps



School Performance Plan - Clark County School District€¦ · Edwards ES analyzed i-Ready data...

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