School Performance Plan · 2019. 11. 22. · School Performance Plan School Name Elizondo, Raul P...

School Performance Plan

School NameElizondo, Raul P ES

Address (City, State, Zip Code, Telephone):4865 Goldfield St

N Las Vegas, NV 89031-2514, 7027991730

Superintendent/Region Superintendent: Jesus Jara / Grant Hanevold

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: 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 PositionRosemarie Padilla Parent Paola Hinojosa Parent

Lorena Florez Parent Chris Stacey PrincipalAlthea Cook Safe School Professional Casper Sesto CounselorEdith Tatlock Special Education Instructional Facilitator Karen DeLuce Math Learning Strategist

Lauren Pompeo Read By Grade 3 Strategist Paula Fenn Behavior Learning StrategistStephanie Garni Assistant Principal Sarah McLaughlin ELL Lead Teacher

Nevada Department of Education Elizondo, Raul P ES 2019-2020Clark County School District

Last Date Review/Revised By Planning Team - 11/04/2019 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

Statewide Assessments Teacher/Administrator Observation Data Nevada School Performance Framework (NSPF)Nevada Comprehensive Audit Tool for Schools (NCCAT-S) 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.Overview: Elizondo is a Title One school in region 1 of the Clark County School District. Elizondo earned 19.5 on the 18-19 NSPF which earns one star the designation of a CSI school. Elizondo services approximately 662 students. The 19-20 demographics of students are as follows:Asian or Pacific Islander 1.81% Black 28.7% Caucasian 12.24% Hispanic 47.89% Multiracial 6.5%Native American .3%Native Hawaiian or other Pacific Islander 2.57%The school supports 16.01% IEP students and 23.7% LEP students.Demographic information pulled from Current Enrollment Visualization in Datalab on 10/30/19

Analysis of Data: SBAC DataELA 16-17 17-18 18-19Overall Proficiency Results 42.55% 44.16% 34.56%Grade 3 42.45% 40.86% 30.93%Grade 4 35.83% 43.84% 33.01%Grade 5 50.49% 47.22% 41.67%The school analyzed the summative data (SBAC) and found the following:Elizondo's overall proficiency in ELA decreased by 9.6% in the 2018-2019 school year.

Math 16-17 17-18 18-19Overall Proficiency Results 35.35% 33.45% 19.85%Grade 3 41.51% 41.49% 25.77%



Grade 4 34.43% 26.03% 15.53%Grade 5 30.10% 31.48% 18.06%The school analyzed the summative data (SBAC) and found the following:Elizondo's overall proficiency in Math decreased by 13.6% in 2018-2019 school year. Proficiency data was shared with stakeholders and stakeholder input was obtained. Stakeholder input was then utilized in determining goals and action steps outlined in SPP to be implemented in the 2019-2020 school year.

Season to Season Map Data Overall percentage of students at or above 61st percentileMath Reading F18-19 20% 26%W18-19 16% 26%S18-19 13% 22%F19-20 15% 21%

Overall percentage of students in the bottom 40th percentile considered "at-risk"Math Reading F18-19 58% 49%W18-19 64% 50%S18-19 68% 57%F19-20 67% 58%

During the 2017-2018 school year, the school kept inaccurate Infinite Campus records and reports regarding discipline and referrals. Licensed and Support Staff did not use a multi-tiered system of support for school discipline like Positive Behavioral Instructional Supports [PBIS] or a Restorative Justice model. Attendance was taken and not evaluated school-wide that supported the needs of the student. The 2018-2019 school year during Semester 1 shows that 15% students were referred to the office for behavior, 4% of students have the 49 out of school Required Parent Conferences or Suspensions with 6% of total Elizondo Elementary students having 11 or more absences from school. Additionally, teachers do not have a cohesive approach to teaching procedures and expectations of behavior in their grade levels, departments and school-wide. At the conclusion of the 18-19 school year 13.9% of students were chronically absent and Elizondo addresses action steps on decreasing that percentage in the climate improvement plan.

Positive Statements: During the 18-19 school year, Elizondo's Black/African American subgroup in third grade was 29.3% proficient, which was .2% higher than the district proficiency percentage.During the 18-19 school year, Elizondo's Special Education subgroup in third grade was 20% proficient, which was 2.4% higher than the district proficiency percentage.

Areas of Opportunity: Elizondo will focus on increasing ELA proficiency for all students during the 19-20 school year.Elizondo will focus on increasing math proficiency for all students during the 19-20 school year.

Prioritized Needs: Through our needs assessment conducted during the 18-19 school year, the prioritized needs were 1.2 All instructional staff members deliver the standards-based curriculum to all students, 2.1 All instructional staff members use classroom assessments aligned to state content standards, and 2.2 All instructional staff members develop unit/lesson plans based on student assessment results and adjust instruction accordingly. As a result, addressed and incorporated action steps that align to these needs in our SPP.



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 the percent of all students proficient in ELA from 34% to 59.2% by 2020 as measured by state summative assessments.

Root Causes:After using the NCCAT-S survey and analysis the following was determined: -Not all instructional staff members to deliver the standards-based curriculum to all students. -Not all instructional staff members use classroom assessments aligned to state content standards. -Not all instructional staff members develop unit/lesson plans based on student assessment results and adjust instruction accordingly.

Measurable Objective 1:Increase the percentage of students scoring above the 61st percentile in reading from 21% to 60% by Spring 2020 as measured by the MAP growth 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 ResponsibleMonitoring

Status

1.1 Professional Development (Required) Continuation From Last Year: No NCCAT-S Indicators: 1.2, 2.1, and 2.2



Professional Development delivered to all instructional staff members to provide the standards-based curriculum to all students on the concentrations of: -Training based on an adopted core English Language Arts [ELA] instructional materials -Vocabulary instructional strategies -Creating standards-based formative and summative assessments -Instructional modeling for students -Effective long-range unit and weekly lesson planning-based on teacher instructional need -Standards-based classroom environment models -Implementing digital-based classroom blended learning -Results reporting and progress monitoring of students Professional Development delivered to all instructional staff members to use classroom assessments aligned to state content standards on the emphases of: -Standards-based classroom environment models using data boards -Standards-based classroom environment models that include visible student work samples -Implementing of digital-based learning focusing on differentiated groups and leveled learning models Professional Development delivered to all instructional staff members on developing unit/lesson plans based on student assessment results adjusting instruction with the foci of: -Implementing classroom, grade level, department, and school data collection, data reporting and score reporting -Creating and using digital assessments, grade level common assessments, and performance tasks -Using rigorous instructional materials aligned to standards and teaching with fidelity -Reviewing lesson plans for evidence of differentiation based on assessment and standards -Reviewing lesson plans for evidence of re-teaching and accelerating students -Reviewing lesson plans for data results based upon NVACS and CCRs

People: Administration, Learning Strategists, Specialists, Classroom teachers, Instructional Support Staff, Support Staff, School-based/External Coaches, External Consultants Time: Beginning of the year Professional Development days [2 full days], Site-Based Collaboration Time [SBCT] weekly, Collaboration Time monthly, Professional Learning Community Planning [PLC] weekly, Leadership team planning days summer retreat, Collaboration Time summer Materials: Adopted Instructional Materials, Technology, Instructional Software, Teacher Common Assessments, MAPS, Collaboration Documents Funding Sources: Read By Grade 3-$100,000.00; SB178-$198,000.00; ELL Title III Grant-$20,745.16; Title I Grant-$233,550.00; and, Strategic Budget-$3,961,042.05

-Master Calendar -PD Sign-in sheets -List of identified Grade Level [GL] and Department [Dept.] assessments -Google Drive/Server including GL and Dept. created assessments -Licensed teacher artifacts of modeling for students, teaching environments, data boards, student work, -Google Drive/Server of GL and Dept. long-range plans -Google Drive/Server of GL and Dept. lesson plans to include differentiated groups -Licensed teacher observation of digital-based instruction, blended learning, rigorous instruction, teaching with fidelity, differentiation, re-teaching, accelerating, alignment to standards -Data usage reports, progress monitoring reports, formative and summative assessment reports from digital and non-digital programs -Google Drive/Server of GL and Dept. digital assessments, teacher common assessments, and performance tasks -Progress monitoring data collection [monthly, bi-weekly, weekly, daily]

Administration—Monthly and Bimonthly—Learning Strategists, Counselor, Safe School Professional, Classroom teacher, Support Staff, School-based/External Coaches, External Consultants observations & data analysis Administration—Yearly Learning Strategists, Counselor, Safe School Professional, Classroom teacher, Support Staff, School-based Coaches evaluations & data analysis Learning Strategists—Monthly, Biweekly, Weekly & Daily—Master Calendar scheduling of PD, Coaches, Consultants; PD created aligned to SPP, teacher observation, attending PD, monitoring/usage of Google Drive, list of assessments, artifacts, long-range plans, lesson plans, data reports, monitoring/managing student performance and progress, review of PD evaluations & review observational data Counselor & Safe School Professional—Monthly, Biweekly, Weekly, & Daily—Master Calendar scheduling of PD, leading PD, attending PD, monitoring/usage of Google Drive, list of assessments, artifacts, long-range plans, lesson plans, data reports, monitoring/managing student performance and progress, review of PD evaluations & review observational data Classroom teachers—Monthly, Biweekly, Weekly & Daily—attending PD, monitoring/usage of Google Drive, list of assessments, artifacts, long-range plans, lesson plans, data reports, monitoring/managing student performance and progress & review observational data Instructional Support Staff—Monthly, Biweekly, Weekly & Daily— attending PD, monitoring/usage of Google Drive, reviewing lesson plans, prepping and assistance with environment & review observational data Support Staff—Weekly & Daily—Master Calendar updated, PD sign-in sheets created/filed, support provided & review observational data School-based/External Coaches—Monthly—PD created aligned to SPP, review of PD evaluations & review observational data External Consultants—Bimonthly—PD created aligned to SPP, review of PD evaluations & review observational data

N/A

Comments:

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

Responsible

Monitoring

Status



1.2 Family Engagement (Required) Continuation From Last Year: No NCCAT-S Indicators: N/A-Parents & Guardians provided instruction and training on core ELA materials, vocabulary, and how to support the school -Parents & Guardians provided reading books -Parents & Guardians provided educational ELA games -Parents & Guardians participating and volunteering in classrooms -Parents & Guardians participating in school events focused on ELA -Parents & Guardians celebrating student successes in ELA

People: Administration, Learning Strategists, Specialists, Classroom teachers, Instructional Support Staff, Support Staff, School-based/External Coaches, External Consultants, Community, Parents & Guardians Time: Provided instruction [8—2 hour trainings], Parent volunteer days [min 1 day—max 4 days], Daytime & Evening school social events [2 dates], Daytime & Evening school celebration events [2 dates] Materials: Parent & Guardian technology software, resources, flyers, documents, invitations, children’s books, family games, student certificates, student medals, and student trophies & awards Funding Sources: Read By Grade 3-$100,000.00; SB178-$198,000.00; ELL Title III Grant-$20,745.16; Title I Grant-$233,550.00; and, Strategic Budget-$3,961,042.05

-Master Calendar of Parent & Guardian training and events -Parent & Guardian sign-in sheets -List of identified Parent & Guardian volunteer list -Parent & Guardian communication logs -Parent & Guardian artifacts of events -Google Drive/Server of Administration, Learning Strategists, Specialists, Classroom teachers, Instructional Support Staff, Support Staff, School-based/External Coaches, External Consultants, Community, Parents & Guardians resources for Parent & Guardian events -Administrative observation and evaluation of events -Data usage reports of Parent & Guardian support of digital programs -Collection of Parents & Guardians ELA support from home -Monitoring of Parent & Guardian activity attendance data collection [monthly, bi-weekly]

Teachers: Participate in at least one Family Night Reading strategist: Plan and collect the parent sign in-sheets for Family Night Administration: Review all Family Night evaluations Administration: Share information with parents during monthly parent meetings

N/A

Comments:

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

Year: YesNCCAT-S Indicators: 1.2, 2.1, and 2.2



Instructional staff members delivering standards-based curriculum to all students with the concentrations upon: -Adopted core English Language Arts [ELA] instructional materials -Vocabulary instructional strategies -Standards-based formative and summative assessments -Instructional modeling for students during lessons -Effective long-range unit and weekly lesson planning-based on teacher and student instructional need -Standards-based classroom environment -Implementing digital-based classroom blended learning with students -Results reporting and progress monitoring of students Instructional staff members using classroom assessments aligned to state content standards on the emphases of: -A standards-based classroom environment that includes data boards -A standards-based classroom environment that provides for visible student work samples -Implementing of digital-based learning focusing on differentiated groups and leveled learning with students Instructional staff members developing unit/lesson plans based on student assessment results adjusting instruction with the foci of: -Implementing classroom, grade level, department, and school data collection, data reporting and score reporting with GL, Dept. and students -Creating and using digital assessments, grade level common assessments, and performance tasks -Using rigorous instructional materials with students that are aligned to standards and taught with fidelity -Reviewing and editing lesson plans for evidence of differentiation based on assessment and standards -Reviewing and revising lesson plans for evidence of re-teaching and accelerating students -Reviewing and revising lesson plans for data results based upon NVACS and CCRs

People: Administration, Learning Strategists, Specialists, Classroom teachers, Instructional Support Staff, Support Staff, School-based/External Coaches, External Consultants Time: Full year implementation of adopted core ELA curriculum used for Tier 1 & 2 instruction; Full year implementation of Tier 2 & 3 intervention curriculum supplements aligned to NVACS and CCRs; Full year implementation of the year vocabulary instruction in Tier 1, 2, &3 instruction, Full year implementation of Teacher Collaboration, Full year implementation of Professional Learning Communities, Leadership team planning days summer retreat, Collaboration Time during summer for long-range planning Materials: Adopted Instructional Materials, Technology, Instructional Software, Teacher Common Assessments, MAPS, Collaboration Documents Funding Sources: Read By Grade 3-$100,000.00; SB178-$198,000.00; ELL Title III Grant-$20,745.16; Title I Grant-$233,550.00; and, Strategic Budget-$3,961,042.05

-Master Calendar -Meeting sign-in sheets -List of identified Grade Level [GL] and Department [Dept.] assessments -Google Drive/Server including GL and Dept. created assessments -Licensed teacher artifacts of modeling for students, teaching environments, data boards, student work, -Google Drive/Server of GL and Dept. long-range plans -Google Drive/Server of GL and Dept. lesson plans to include differentiated groups -Licensed teacher observations include digital-based instruction, blended learning, rigorous instruction, teaching with fidelity, differentiation, re-teaching, accelerating, and alignment to standards -Data usage reports, progress monitoring reports, formative and summative assessment reports from digital and non-digital programs of students -Google Drive/Server of GL and Dept. digital assessments, teacher common assessments, and performance tasks -Progress monitoring data collecting of student achievement [monthly, bi-weekly, weekly, daily]

Administration—Monthly and Bimonthly—Learning Strategists, Counselor, Safe School Professional, Classroom teacher, Support Staff, School-based/External Coaches, External Consultants observations & data analysis Administration—Yearly Learning Strategists, Counselor, Safe School Professional, Classroom teacher, Support Staff, School-based Coaches evaluations & data analysis Learning Strategists—Monthly, Biweekly, Weekly & Daily—Master Calendar scheduling of meetings including Coaches, Consultants; Meetings created aligned to SPP, teacher observation, attending meetings, monitoring/usage of Google Drive, list of assessments, artifacts, long-range plans, lesson plans, data reports, monitoring/managing student performance and progress, review of effectiveness of meetings & review observational data Counselor & Safe School Professional—Monthly, Biweekly, Weekly, & Daily—Master Calendar scheduling of meetings, leading meetings, attending meetings, monitoring/usage of Google Drive, list of assessments, artifacts, long-range plans, lesson plans, data reports, monitoring/managing student performance and progress, review of effectiveness of meetings & review observational data Classroom teachers—Monthly, Biweekly, Weekly & Daily—attending meetings, monitoring/usage of Google Drive, list of assessments, artifacts, long-range plans, lesson plans, data reports, monitoring/managing student performance and progress & review observational data Instructional Support Staff—Monthly, Biweekly, Weekly & Daily— attending meetings, monitoring/usage of Google Drive, reviewing lesson plans, prepping and assistance with environment & review observational data Support Staff—Weekly & Daily—Master Calendar updated, meeting sign-in sheets created/filed, support provided & review observational data School-based/External Coaches—Monthly—Meetings formed aligned to SPP, review of the effectiveness of meetings & review observational data External Consultants—Bimonthly—Meetings formed aligned to SPP, review meeting effectiveness & review observational data

N/A

Comments:

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



N/A

Comments:




Based on the CNA, identify all that apply:☑ General Education ☑ FRL ☑ ELL ☑ IEP ☐ Other

Priority Need/Goal 2:Increase the percent of all students proficient in math from 19.5% to 51.1% by 2020 as measured by state summative assessments.

Root Causes:The Winter MAPS Assessment during the 2018-2019 school year shows that all ethnicities report 35.7% level 1, 35.3% level 2 and 29.0% level 3 and level 4 achievement on the MAPS Mathematics Assessment. At the end of the 2017-2018 school year, SBAC Assessment the pooled average for students in grades three through five showed 33.4% were above the cut in Academic Achievement in Mathematics based on Nevada State Summative Assessment data. After using the NCCAT-S survey and analysis the following was determined: -Not all instructional staff members to deliver the standards-based curriculum to all students. -Not all instructional staff members use classroom assessments aligned to state content standards. -Not all instructional staff members develop unit/lesson plans based on student assessment results and adjust instruction accordingly.

Measurable Objective 1:Increase the percentage of students scoring above the 61st percentile in math from 15% to 51.1% by Spring 2020 as measured by the MAP growth assessment.

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 ResponsibleMonitoring

Status

2.1 Professional Development (Required) Continuation From Last Year: No NCCAT-S Indicators: 1.2, 2.1, and 2.2



Professional Development delivered to all instructional staff members to deliver the standards-based curriculum to all students on the concentrations of: -Training based an adopted core Mathematics instructional materials -Vocabulary instructional strategies -Creating standards-based formative and summative assessments -Instructional modeling for students -Effective long-range unit and weekly lesson planning-based on teacher instructional need -Standards-based classroom environment models -Implementing digital-based classroom blended learning -Results reporting and progress monitoring of students Professional Development delivered to all instructional staff members to use classroom assessments aligned to state content standards on the emphases of: -Standards-based classroom environment models using data boards -Standards-based classroom environment models that include visible student work samples -Implementing of digital-based learning focusing on differentiated groups and leveled learning models Professional Development delivered to all instructional staff members on developing unit/lesson plans based on student assessment results adjusting instruction with the foci of: -Implementing classroom, grade level, department, and school data collection, data reporting and score reporting -Creating and using digital assessments, grade level common assessments, and performance tasks -Using rigorous instructional materials aligned to standards and teaching with fidelity -Reviewing lesson plans for evidence of differentiation based on assessment and standards -Reviewing lesson plans for evidence of re-teaching and accelerating students -Reviewing lesson plans for data results based upon NVACS and CCRs

People: Administration, Learning Strategists, Specialists, Classroom teachers, Instructional Support Staff, Support Staff, School-based/External Coaches, External Consultants Time: Beginning of the year Professional Development days [2 full days], Site-Based Collaboration Time [SBCT] weekly, Collaboration Time monthly, Professional Learning Community Planning [PLC] weekly, Leadership team planning days summer retreat, Collaboration Time during summer for long-range planning Materials: Adopted Instructional Materials, Technology, Instructional Software, Teacher Common Assessments, MAPS, Collaboration Documents Funding Sources: Read By Grade 3-$100,000.00; SB178-$198,000.00; ELL Title III Grant-$20,745.16; Title I Grant-$233,550.00; and, Strategic Budget-$3,961,042.05

-Master Calendar -PD Sign-in sheets -List of identified Grade Level [GL] and Department [Dept.] assessments -Google Drive/Server including GL and Dept. created assessments -Licensed teacher artifacts of modeling for students, teaching environments, data boards, student work, -Google Drive/Server of GL and Dept. long-range plans -Google Drive/Server of GL and Dept. lesson plans to include differentiated groups -Licensed teacher observation of digital-based instruction, blended learning, rigorous instruction, teaching with fidelity, differentiation, re-teaching, accelerating, alignment to standards -Data usage reports, progress monitoring reports, formative and summative assessment reports from digital and non-digital programs -Google Drive/Server of GL and Dept. digital assessments, teacher common assessments, and performance tasks -Progress monitoring data collection [monthly, bi-weekly, weekly, daily]

Administration—Monthly and Bimonthly—Learning Strategists, Counselor, Safe School Professional, Classroom teacher, Support Staff, School-based/External Coaches, External Consultants observations & data analysis Administration—Yearly Learning Strategists, Counselor, Safe School Professional, Classroom teacher, Support Staff, School-based Coaches evaluations & data analysis Learning Strategists—Monthly, Biweekly, Weekly & Daily—Master Calendar scheduling of PD, Coaches, Consultants; PD created aligned to SPP, teacher observation, attending PD, monitoring/usage of Google Drive, list of assessments, artifacts, long-range plans, lesson plans, data reports, monitoring/managing student performance and progress, review of PD evaluations & review observational data Counselor & Safe School Professional—Monthly, Biweekly, Weekly, & Daily—Master Calendar scheduling of PD, leading PD, attending PD, monitoring/usage of Google Drive, list of assessments, artifacts, long-range plans, lesson plans, data reports, monitoring/managing student performance and progress, review of PD evaluations & review observational data Classroom teachers—Monthly, Biweekly, Weekly & Daily—attending PD, monitoring/usage of Google Drive, list of assessments, artifacts, long-range plans, lesson plans, data reports, monitoring/managing student performance and progress & review observational data Instructional Support Staff—Monthly, Biweekly, Weekly & Daily— attending PD, monitoring/usage of Google Drive, reviewing lesson plans, prepping and assistance with environment & review observational data Support Staff—Weekly & Daily—Master Calendar updated, PD sign-in sheets created/filed, support provided & review observational data School-based/External Coaches—Monthly—PD created aligned to SPP, review of PD evaluations & review observational data External Consultants—Bimonthly—PD created aligned to SPP, review of PD evaluations & review observational data

N/A

Comments:

Action StepResources and Amount

NeededList Artifacts/Evidence Timeline and Position Responsible

Monitoring

Status



2.2 Family Engagement (Required) Continuation From Last Year: No NCCAT-S Indicators: N/A-Parents & Guardians provided instruction and training on core Mathematics materials, vocabulary, and how to support the school -Parents & Guardians provided mathematics tips & tricks for solving problems -Parents & Guardians provided educational Mathematics games -Parents & Guardians participating and volunteering in classrooms -Parents & Guardians participating in school events focused on Mathematics -Parents & Guardians celebrating student successes in Mathematics

People: Administration, Learning Strategists, Specialists, Classroom teachers, Instructional Support Staff, Support Staff, School-based/External Coaches, External Consultants, Community, Parents & Guardians Time: Provided instruction [8—2 hour trainings], Parent volunteer days [min 1 day—max 4 days], Daytime & Evening school social events [2 dates], Daytime & Evening school celebration events [2 dates] Materials: Parent & Guardian technology software, resources, flyers, documents, invitations, mathematics tips & tricks, family games, student certificates, student medals, and student trophies & awards Funding Sources: Read By Grade 3-$100,000.00; SB178-$198,000.00; ELL Title III Grant-$20,745.16; Title I Grant-$233,550.00; and, Strategic Budget-$3,961,042.05

-Master Calendar of Parent & Guardian training and events -Parent & Guardian sign-in sheets -List of identified Parent & Guardian volunteer list -Parent & Guardian communication logs -Parent & Guardian artifacts of events -Google Drive/Server of Administration, Learning Strategists, Specialists, Classroom teachers, Instructional Support Staff, Support Staff, School-based/External Coaches, External Consultants, Community, Parents & Guardians resources for Parent & Guardian events -Administrative observation and evaluation of events -Data usage reports of Parent & Guardian support of digital programs -Collection of Parents & Guardians Mathematics support from home -Monitoring of Parent & Guardian activity attendance data collection [monthly, bi-weekly]

Administration—Monthly and Bimonthly—Learning Strategists, Counselor, Safe School Professional, Classroom teacher, Support Staff, School-based/External Coaches, External Consultants observations & data analysis Administration—Yearly Learning Strategists, Counselor, Safe School Professional, Classroom teacher, Support Staff, School-based Coaches evaluations & data analysis Learning Strategists—Monthly, Biweekly—Master Calendar scheduling of training and events; training and events created aligned to SPP, parent training and event planning, attending parent training and events, monitoring/usage of Google Drive, list of training and events, list of volunteers, communication log reports, parent and guardian artifacts, long-range parent and event plans, detailed parent and event plans, data reports of parent training and events, monitoring/managing parent training and events, review of parent evaluations, & review of observational data following training and events Counselor & Safe School Professional— Monthly, Biweekly—Master Calendar scheduling of training and events; training and events created aligned to SPP, parent training and event planning, attending parent training and events, monitoring/usage of Google Drive, list of training and events, list of volunteers, communication log reports, parent and guardian artifacts, long-range parent and event plans, detailed parent and event plans, data reports of parent training and events, monitoring/managing parent training and events, review of parent evaluations, & review of observational data following training and events Classroom teachers—Monthly, Biweekly—Training and events created aligned to SPP, parent training and event planning, attending parent training and events, monitoring/usage of Google Drive, list of training and events, list of volunteers, communication log reports, parent and guardian artifacts, long-range parent and event plans, detailed parent and event plans, data reports of parent training and events, monitoring/managing parent training and events, review of parent evaluations, & review of observational data following training and events Instructional Support Staff—Monthly, Biweekly—Parent training and event planning, attending parent training and events, parent and guardian artifacts & review of observational data following training and events Support Staff—Weekly & Daily—Master Calendar updated, PD sign-in sheets created/filed, support provided & review observational data School-based/External Coaches—Monthly—PD created aligned to SPP, review of PD evaluations & review observational data

N/A

Comments:

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

Year: NoNCCAT-S Indicators: 1.2, 2.1, and 2.2



Instructional staff members delivering standards-based curriculum to all students with the concentrations upon: -Adopted core Mathematics instructional materials -Vocabulary instructional strategies -Standards-based formative and summative assessments -Instructional modeling for students during lessons -Effective long-range unit and weekly lesson planning-based on teacher and student instructional need -Standards-based classroom environment -Implementing digital-based classroom blended learning with students -Results reporting and progress monitoring of students Instructional staff members using classroom assessments aligned to state content standards on the emphases of: -A standards-based classroom environment that includes data boards -A standards-based classroom environment that provides for visible student work samples -Implementing of digital-based learning focusing on differentiated groups and leveled learning with students Instructional staff members developing unit/lesson plans based on student assessment results adjusting instruction with the foci of: -Implementing classroom, grade level, department, and school data collection, data reporting and score reporting with GL, Dept. and students -Creating and using digital assessments, grade level common assessments, and performance tasks -Using rigorous instructional materials with students that are aligned to standards and taught with fidelity -Reviewing and editing lesson plans for evidence of differentiation based on assessment and standards -Reviewing and revising lesson plans for evidence of re-teaching and accelerating students -Reviewing and revising lesson plans for data results based upon NVACS and CCRs

People: Administration, Learning Strategists, Specialists, Classroom teachers, Instructional Support Staff, Support Staff, School-based/External Coaches, External Consultants Time: Full year implementation of adopted core MATHEMATICS curriculum used for Tier 1 & 2 instruction; Full year implementation of Tier 2 & 3 intervention curriculum supplements aligned to NVACS and CCRs; Full year implementation of the year vocabulary instruction in Tier 1, 2, &3 instruction, Full year implementation of Teacher Collaboration, Full year implementation of Professional Learning Communities, Leadership team planning days summer retreat, Collaboration Time during summer for long-range planning Materials: Adopted Instructional Materials, Technology, Instructional Software, Teacher Common Assessments, MAPS, Collaboration Documents Funding Sources: Read By Grade 3-$100,000.00; SB178-$198,000.00; ELL Title III Grant-$20,745.16; Title I Grant-$233,550.00; and, Strategic Budget-$3,961,042.05

-Master Calendar -Meeting sign-in sheets -List of identified Grade Level [GL] and Department [Dept.] assessments -Google Drive/Server including GL and Dept. created assessments -Licensed teacher artifacts of modeling for students, teaching environments, data boards, student work, -Google Drive/Server of GL and Dept. long-range plans -Google Drive/Server of GL and Dept. lesson plans to include differentiated groups -Licensed teacher observations include digital-based instruction, blended learning, rigorous instruction, teaching with fidelity, differentiation, re-teaching, accelerating, and alignment to standards -Data usage reports, progress monitoring reports, formative and summative assessment reports from digital and non-digital programs of students -Google Drive/Server of GL and Dept. digital assessments, teacher common assessments, and performance tasks -Progress monitoring data collecting of student achievement [monthly, bi-weekly, weekly, daily]

Administration—Monthly and Bimonthly—Learning Strategists, Counselor, Safe School Professional, Classroom teacher, Support Staff, School-based/External Coaches, External Consultants observations & data analysis Administration—Yearly Learning Strategists, Counselor, Safe School Professional, Classroom teacher, Support Staff, School-based Coaches evaluations & data analysis Learning Strategists—Monthly, Biweekly, Weekly & Daily—Master Calendar scheduling of meetings including Coaches, Consultants; Meetings created aligned to SPP, teacher observation, attending meetings, monitoring/usage of Google Drive, list of assessments, artifacts, long-range plans, lesson plans, data reports, monitoring/managing student performance and progress, review of effectiveness of meetings & review observational data Counselor & Safe School Professional—Monthly, Biweekly, Weekly, & Daily—Master Calendar scheduling of meetings, leading meetings, attending meetings, monitoring/usage of Google Drive, list of assessments, artifacts, long-range plans, lesson plans, data reports, monitoring/managing student performance and progress, review of effectiveness of meetings & review observational data Classroom teachers—Monthly, Biweekly, Weekly & Daily—attending meetings, monitoring/usage of Google Drive, list of assessments, artifacts, long-range plans, lesson plans, data reports, monitoring/managing student performance and progress & review observational data Instructional Support Staff—Monthly, Biweekly, Weekly & Daily— attending meetings, monitoring/usage of Google Drive, reviewing lesson plans, prepping and assistance with environment & review observational data Support Staff—Weekly & Daily—Master Calendar updated, meeting sign-in sheets created/filed, support provided & review observational data School-based/External Coaches—Monthly—Meetings formed aligned to SPP, review of the effectiveness of meetings & review observational data External Consultants—Bimonthly—Meetings formed aligned to SPP, review meeting effectiveness & review observational data

N/A

Comments:

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



N/A

Comments:




Based on the CNA, identify all that apply:☐ General Education ☐ FRL ☐ ELL ☐ IEP ☐ Other

Priority Need/Goal 3:

Root Causes:

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 ResponsibleMonitoring Status

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



N/A

Comments:

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

Comments:

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

Comments:



COMPONENT III: Budget Plan

COORDINATION OF FUNDS TO SUPPORT THE PLAN WITH OTHER PROGRAMS: Provide the sources of funds your school is currently receiving and identify the purposes for which those funds are

spent. Sources of funds may include General Budget, Title I , Title II, Title III, Migrant, Immigrant, Neglected & Delinquent, 21st Century After School Programs, Gear Up, IDEA, McKinney-Vento/Homeless, Head Start, state-funded Pre-Kindergarten, Teacher Incentive Fund, Striving Readers, and other state/federal funds.

Source of

Funds

applicable to

Priority

Need/Goal

Amount

Received for this

School Year

Purposes for which funds are used (include targeted audience, specific activities, intended outcomes, etc.)Applicable

Goal(s)

Read By Grade 3 $100,000.00

Increase literacy support for kindergarten through Grade 3 students identified as at-risk in reading. Increase literacy instructional supports and services for kindergarten through Grade 4 teachers to improve student achievement in reading. Increase literacy professional learning for kindergarten through Grade 4 teachers to improve student achievement in reading. From fall 2019 to spring 2020, increase the proficiency of kindergarten through Grade 3 students on the MAP Growth Reading Assessment by 10%. Increase the number of proficient students in Grade 3 within the FRL subgroup by 5% on the ELA SBAC assessment. People: Read By Grade 3 Learning Strategist/Coach

Goal 1

SB178 $198,000.00

People: Administration, Learning Strategists, Specialists, Classroom teachers, Instructional Support Staff, Support Staff, School-based/External Coaches, External Consultants Time: Beginning of the year Professional Development days [2 full days], Site-Based Collaboration Time [SBCT] weekly, Collaboration Time monthly, Professional Learning Community Planning [PLC] weekly, Leadership team planning days summer retreat, Collaboration Time during summer for long-range planning, Full year implementation of adopted ELA and Math along with Sanford Harmony (Social Emotional) curriculum used for Tier 1 & 2 instruction; Full year implementation of Tier 2 & 3 ELA and Math intervention curriculum supplements aligned to NVACS and CCRs; Full year implementation of the year ELA, Math and Social-Emotional vocabulary instruction for Tier 1, 2, &3 instruction, Full year implementation of Teacher Collaboration, Full year implementation of Professional Learning Communities, Leadership team planning days summer retreat, Collaboration Time during summer for long-range planning Materials: Adopted Instructional Materials, Technology, Instructional Software, Teacher Common Assessments, Collaboration Documents

Goals 1 and 2

ELL Title III Grant $20,745.16


Goals 1 and 2



Title I Grant $233,550.00


Goals 1 and 2

Strategic Budget $3,961,042.05


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.Raul P. Elizondo Elementary's strategy to attract highly qualified teachers is to show and share our school philosophy, model, and culture to all highly qualified job applicants. By sharing our results-driven philosophies and overall school, achievement commits candidates that generally do not choose to work at at-risk, Title I schools. Last spring during the hiring process, we invited potential highly qualified teachers to our Community Event called “Raul Elizondo Honor Day” to see how engaging our school is. They had the opportunity to visit classrooms and partake in the festivities. We invited them to visit in grade level meetings and eat lunch with our staff during the buffet time. Typically our interview committee is our leadership team along with current grade level teachers for the open position.

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.Our parents at Raul P. Elizondo Elementary are part of the team in our educational pursuits. Our entire staff is devoted to ensuring parents and guardians are welcome in our classrooms. Additionally, events focused on our ELA, Mathematics, and Social-Emotional activities are open to parents, guardians and the families of our students. Celebrations are held to share student successes at events held at a convenient hour for parents and guardians to attend. Our school provides opportunities for translation by our Spanish speaking staff members, so parents and guardians can understand in their language. During our monthly Title 1 meetings, we share current results of progress monitoring. For example: at our October meeting we discussed how the students performed on same grade level Baseline Performance Tasks. We also took them around the school and showed them our grade level Data boards according to MAP scores. To increase family engagement we send home a monthly volunteer calendar where parents can sign up to volunteer. This was also shared on Class Dojo pages. We also had a strategist and each classroom teacher call 3 parents on roster each parent meeting to personally engage them. This was documented in Teacher Contact Log in IC. At our Title 1 Parent Meeting we explicitly taught the Hot List of Math Standards and focused on numbers and provided parents with base ten blocks and unifix cubes to use at home.

3. Describe the school's plans for transition and articulation between school programs (ie: assisting preschool children from early childhood programs such as Head Start, Even Start, or a state-run preschool program to elementary school, elementary school to middle school, and middle to high school, etc.).We provide a pre-school KIDS Autism class, a pre-school Early Child Special Education class, and full-day kindergarten. Testing every Kinder child with a beginning Kinder level assessment (Brigance), and the results are provided to the parents immediately along with a packet of information and activities that will help prepare them for kindergarten. Our departmentalized fifth-grade classrooms use blended learning structures to help increase self-motivation. The students move to different classes throughout the day to provide a simulated middle school experience. Provided time is given to fifth-grade students to talk with middle school students so that that they can receive a student's perspective of moving from fifth grade to sixth. This event is jointly shared with Raul P. Elizondo's feeder schools. Additionally, UNLV provides students with a college-ready/middle school preparation program. Also, we provide a field trip for the fifth graders to the nearest middle school in May, as well as, a trip to visit UNLV as a culmination of a college-ready/middle school preparation program. For Kindergarten round-up we posted a flyer in English and Spanish during the spring. We had students come and correlated with the ELL testing department so the students could do their WAPT as well. We also posted on our school marquee.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Raul P. Elizondo Elementary utilizes a leadership team of ten staff members. Collaboration and Professional Learning Communities are supported to provide input regarding decision making. The teachers also work together to produce common assessments to ensure rigor and fidelity to the curriculum. We use MAPS assessments to drive instruction and common assessments to strengthen the RTI process. Teachers assist students in creating goals; administration supports teachers in creating their student learning goals. Our teachers use assessments to drive instruction by meeting in weekly grade level PD’s to talk about best practices. They are also using a Google sheet with grade level data to correlate grade level scores. Their SLG’s are written for all students in the grade level so we wanted them to be up to date on how each classroom is performing. They also update a weekly RTI google sheet so the whole school knows who is receiving Tier 2 and Tier 3. Teachers are just starting to use CBM as a progress monitoring tool.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsRaul P. Elizondo Elementary follows all federal, state, local laws, and policies in the creation of the school performance plan. The school's governance structure follows contractual agreements set by CCSD, CCEA, NSEA, and CCASA. Our aligned school ensures equitable distribution of provided educational services. Some services are provided through funding: Read By Grade 3-$100,000.00; SB178-$198,000.00; ELL Title III Grant-$20,745.16; Title I Grant-$233,550.00; and, Strategic Budget-$3,961,042.05. Raul P. Elizondo Elementary school improvement centers on the child. Galaxy Theatre is providing opportunities for students who are currently in our Tiered Instruction during the day, who make MAPs gains in the Spring to participate in an event at their establishment. We are also using Title 1 materials (PISA) to do make and takes and explicit lessons on math and reading standards as they correlate to College and Career Readiness standards.



Plan for improving the school climate

Goal:Reduce the percentage of students identified as chronically absent from 13.9% to 12.51% as reported by attendance data in Infinite Campus and reported in the Nevada School Performance Framework (NSPF)

Action Plan: How will this plan improve the school climate?When students miss instruction due to being absent, it has a negative effect on student achievement, classroom environment, and school culture. As evidenced by Datalab and Infinite Campus, Elizondo ES will decrease the percentage of students absent.

Monitoring Plan: How will you track the implementation of this plan?-Master Calendar -PD Sign-in sheets -List of identified Grade Level [GL] and Department [Dept.] performance tasks -Google Drive/Server including GL and Department created performance tasks -Licensed teacher artifacts of modeling for students, teaching environments, data boards, student work -Google Drive/Server of GL and Dept. long-range plans -Google Drive/Server of GL and Dept. lesson plans to include Sanford Harmony, and Social-Emotional differentiated groups -Licensed teacher observation using rigorous instruction, teaching with fidelity, differentiation, re-teaching, accelerating, alignment to the Nevada Department of Education’s Every Student Succeeds Act Plan [ESSA Plan] -Data usage reports, progress monitoring reports, formative and summative Sanford Harmony and Social-Emotional performance tasks reports from digital and non-digital sources -Google Drive/Server of GL and Dept. teacher common performance tasks -Progress monitoring data collection [monthly, bi-weekly, weekly, daily]

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?As evidenced by Datalab and Infinite Campus, Raul P. Elizondo Elementary School will decrease the percentage of students identified as chronically absent during the 2019-2020 school year.



APPENDIX A - Professional Development Plan

1.1Professional Development delivered to all instructional staff members to provide the standards-based curriculum to all students on the concentrations of: -Training based on an adopted core English Language Arts [ELA] instructional materials -Vocabulary instructional strategies -Creating standards-based formative and summative assessments -Instructional modeling for students -Effective long-range unit and weekly lesson planning-based on teacher instructional need -Standards-based classroom environment models -Implementing digital-based classroom blended learning -Results reporting and progress monitoring of students Professional Development delivered to all instructional staff members to use classroom assessments aligned to state content standards on the emphases of: -Standards-based classroom environment models using data boards -Standards-based classroom environment models that include visible student work samples -Implementing of digital-based learning focusing on differentiated groups and leveled learning models Professional Development delivered to all instructional staff members on developing unit/lesson plans based on student assessment results adjusting instruction with the foci of: -Implementing classroom, grade level, department, and school data collection, data reporting and score reporting -Creating and using digital assessments, grade level common assessments, and performance tasks -Using rigorous instructional materials aligned to standards and teaching with fidelity -Reviewing lesson plans for evidence of differentiation based on assessment and standards -Reviewing lesson plans for evidence of re-teaching and accelerating students -Reviewing lesson plans for data results based upon NVACS and CCRs

Goal 1 Additional PD Action Step (Optional)

2.1Professional Development delivered to all instructional staff members to deliver the standards-based curriculum to all students on the concentrations of: -Training based an adopted core Mathematics instructional materials -Vocabulary instructional strategies -Creating standards-based formative and summative assessments -Instructional modeling for students -Effective long-range unit and weekly lesson planning-based on teacher instructional need -Standards-based classroom environment models -Implementing digital-based classroom blended learning -Results reporting and progress monitoring of students Professional Development delivered to all instructional staff members to use classroom assessments aligned to state content standards on the emphases of: -Standards-based classroom environment models using data boards -Standards-based classroom environment models that include visible student work samples -Implementing of digital-based learning focusing on differentiated groups and leveled learning models Professional Development delivered to all instructional staff members on developing unit/lesson plans based on student assessment results adjusting instruction with the foci of: -Implementing classroom, grade level, department, and school data collection, data reporting and score reporting -Creating and using digital assessments, grade level common assessments, and performance tasks -Using rigorous instructional materials aligned to standards and teaching with fidelity -Reviewing lesson plans for evidence of differentiation based on assessment and standards -Reviewing lesson plans for evidence of re-teaching and accelerating students -Reviewing lesson plans for data results based upon NVACS and CCRs


3.1




APPENDIX B - Family Engagement Plan

1.2-Parents & Guardians provided instruction and training on core ELA materials, vocabulary, and how to support the school -Parents & Guardians provided reading books -Parents & Guardians provided educational ELA games -Parents & Guardians participating and volunteering in classrooms -Parents & Guardians participating in school events focused on ELA -Parents & Guardians celebrating student successes in ELA

Goal 1 Additional Family Engagement Action Step (Optional)

2.2-Parents & Guardians provided instruction and training on core Mathematics materials, vocabulary, and how to support the school -Parents & Guardians provided mathematics tips & tricks for solving problems -Parents & Guardians provided educational Mathematics games -Parents & Guardians participating and volunteering in classrooms -Parents & Guardians participating in school events focused on Mathematics -Parents & Guardians celebrating student successes in Mathematics


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase the percent of all students proficient in ELA from 34% to 59.2% by 2020 as measured by state summative assessments.

Measurable Objective(s):

Increase the percentage of students scoring above the 61st percentile in reading from 21% to 60% by Spring 2020 as measured by the MAP growth 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

Professional Development delivered to all instructional staff members to provide the standards-based curriculum to all students on the concentrations of: -Training based on an adopted core English Language Arts [ELA] instructional materials -Vocabulary instructional strategies -Creating standards-based formative and summative assessments -Instructional modeling for students -Effective long-range unit and weekly lesson planning-based on teacher instructional need -Standards-based classroom environment models -Implementing digital-based classroom blended learning -Results reporting and progress monitoring of students Professional Development delivered to all instructional staff members to use classroom assessments aligned to state content standards on the emphases of: -Standards-based classroom environment models using data boards -Standards-based classroom environment models that include visible student work samples -Implementing of digital-based learning focusing on differentiated groups and leveled learning models Professional Development delivered to all instructional staff members on developing unit/lesson plans based on student assessment results adjusting instruction with the foci of: -Implementing classroom, grade level, department, and school data collection, data reporting and score reporting -Creating and using digital assessments, grade level common assessments, and performance tasks -Using rigorous instructional materials aligned to standards and teaching with fidelity -Reviewing lesson plans for evidence of differentiation based on assessment and standards -Reviewing lesson plans for evidence of re-teaching and accelerating students -Reviewing lesson plans for data results based upon NVACS and CCRs

N/A

Progress

Barriers



Next Steps

1.2

-Parents & Guardians provided instruction and training on core ELA materials, vocabulary, and how to support the school -Parents & Guardians provided reading books -Parents & Guardians provided educational ELA games -Parents & Guardians participating and volunteering in classrooms -Parents & Guardians participating in school events focused on ELA -Parents & Guardians celebrating student successes in ELA

N/A

Progress

Barriers

Next Steps

1.3

Instructional staff members delivering standards-based curriculum to all students with the concentrations upon: -Adopted core English Language Arts [ELA] instructional materials -Vocabulary instructional strategies -Standards-based formative and summative assessments -Instructional modeling for students during lessons -Effective long-range unit and weekly lesson planning-based on teacher and student instructional need -Standards-based classroom environment -Implementing digital-based classroom blended learning with students -Results reporting and progress monitoring of students Instructional staff members using classroom assessments aligned to state content standards on the emphases of: -A standards-based classroom environment that includes data boards -A standards-based classroom environment that provides for visible student work samples -Implementing of digital-based learning focusing on differentiated groups and leveled learning with students Instructional staff members developing unit/lesson plans based on student assessment results adjusting instruction with the foci of: -Implementing classroom, grade level, department, and school data collection, data reporting and score reporting with GL, Dept. and students -Creating and using digital assessments, grade level common assessments, and performance tasks -Using rigorous instructional materials with students that are aligned to standards and taught with fidelity -Reviewing and editing lesson plans for evidence of differentiation based on assessment and standards -Reviewing and revising lesson plans for evidence of re-teaching and accelerating students -Reviewing and revising lesson plans for data results based upon NVACS and CCRs

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 all students proficient in math from 19.5% to 51.1% by 2020 as measured by state summative assessments.


Increase the percentage of students scoring above the 61st percentile in math from 15% to 51.1% by Spring 2020 as measured by the MAP growth assessment.

StatusN/A

Comments:



2.1

Professional Development delivered to all instructional staff members to deliver the standards-based curriculum to all students on the concentrations of: -Training based an adopted core Mathematics instructional materials -Vocabulary instructional strategies -Creating standards-based formative and summative assessments -Instructional modeling for students -Effective long-range unit and weekly lesson planning-based on teacher instructional need -Standards-based classroom environment models -Implementing digital-based classroom blended learning -Results reporting and progress monitoring of students Professional Development delivered to all instructional staff members to use classroom assessments aligned to state content standards on the emphases of: -Standards-based classroom environment models using data boards -Standards-based classroom environment models that include visible student work samples -Implementing of digital-based learning focusing on differentiated groups and leveled learning models Professional Development delivered to all instructional staff members on developing unit/lesson plans based on student assessment results adjusting instruction with the foci of: -Implementing classroom, grade level, department, and school data collection, data reporting and score reporting -Creating and using digital assessments, grade level common assessments, and performance tasks -Using rigorous instructional materials aligned to standards and teaching with fidelity -Reviewing lesson plans for evidence of differentiation based on assessment and standards -Reviewing lesson plans for evidence of re-teaching and accelerating students -Reviewing lesson plans for data results based upon NVACS and CCRs

N/A

Progress

Barriers



Next Steps

2.2

-Parents & Guardians provided instruction and training on core Mathematics materials, vocabulary, and how to support the school -Parents & Guardians provided mathematics tips & tricks for solving problems -Parents & Guardians provided educational Mathematics games -Parents & Guardians participating and volunteering in classrooms -Parents & Guardians participating in school events focused on Mathematics -Parents & Guardians celebrating student successes in Mathematics

N/A

Progress

Barriers

Next Steps

2.3

Instructional staff members delivering standards-based curriculum to all students with the concentrations upon: -Adopted core Mathematics instructional materials -Vocabulary instructional strategies -Standards-based formative and summative assessments -Instructional modeling for students during lessons -Effective long-range unit and weekly lesson planning-based on teacher and student instructional need -Standards-based classroom environment -Implementing digital-based classroom blended learning with students -Results reporting and progress monitoring of students Instructional staff members using classroom assessments aligned to state content standards on the emphases of: -A standards-based classroom environment that includes data boards -A standards-based classroom environment that provides for visible student work samples -Implementing of digital-based learning focusing on differentiated groups and leveled learning with students Instructional staff members developing unit/lesson plans based on student assessment results adjusting instruction with the foci of: -Implementing classroom, grade level, department, and school data collection, data reporting and score reporting with GL, Dept. and students -Creating and using digital assessments, grade level common assessments, and performance tasks -Using rigorous instructional materials with students that are aligned to standards and taught with fidelity -Reviewing and editing lesson plans for evidence of differentiation based on assessment and standards -Reviewing and revising lesson plans for evidence of re-teaching and accelerating students -Reviewing and revising lesson plans for data results based upon NVACS and CCRs

N/A

Progress

Barriers

Next Steps

2.4 N/A

Progress



Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:


StatusN/A

Comments:



3.1 N/A

Progress

Barriers

Next Steps

3.2 N/A

Progress

Barriers



Next Steps

3.3 N/A

Progress

Barriers

Next Steps

3.4 N/A

Progress

Barriers

Next Steps



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