school performance plan€¦ · claudia crisantos parent kimberly swoboda principal brandi mora...

School Performance Plan

School NameWengert, Cyril ES

Address (City, State, Zip Code, Telephone):2001 Winterwood Blvd

Las Vegas, NV 89142-1841, 7027998600

Superintendent/Region Superintendent: Jesus Jara / Karla Loria

For Implementation During The Following Years: 2019-2020

The Following MUST Be Completed:

Title I Status: Served

Designation: TSI

Grade Level Served: Elementary

Classification: 3 Star

NCCAT-S: Initial

*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 PositionPriscilla Caballero Parent Alejandra Diaz ParentClaudia Crisantos Parent Kimberly Swoboda Principal

Brandi Mora Assistant Principal Anthony White TeacherNancy Hursin Teacher Claudia Crisantos Support Staff

Pat Dyke Teacher Brenda Clodfelter TeacherTiffany Avila Teacher Allan Kralick Teacher

Shelly Crabtree Teacher Suzanne Cazier Teacher

Nevada Department of Education Wengert, Cyril ES 2019-2020Clark County School District

Last Date Review/Revised By Planning Team - 11/12/2019 Nevada Department of Education - June 2017

Elizabeth Payne-Underwood Teacher Diana Godinez TeacherJeanette Korbein Teacher Eliu Ramos-Martinez Support Staff SOT



COMPONENT I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)

DATA REVIEWED & ANALYZED:

Based on your schools NSPF results, identify what additional data have been reviewed and analyzed in development of the SPP.

School Data For General Education Including FRL English Language Learner (ELL) Data Special Education Data

Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)Statewide Assessments Achievement Gap Data Achievement Gap DataInterim Assessments AMAOs/ELPA Analysis Individualized Education Programs (IEP)Stakeholder Survey Information ELL Program Policies and Procedures Special Education Procedures - Whole SchoolNA Service Delivery Models IEP Team Membership/AttendanceOther: 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.Strengths in the DataThe Median Growth Percentile continues to be strong at Wengert Elementary School with Median Growth Percentiles above the District average in 26 of 28 eligible categories and subgroups across the school in both ELA and Math. Only the Hispanic Subgroup and 4th grade Subgroup had performance below the District average.

ACADEMIC ACHIEVEMENTFall 2019 MAP data shows that 60% of students in grade 3 are AT/ABOVE the 40th percentile.

GROWTH INDICATORSELA - The percentage of IEP students meeting Adequate Growth Percentile increased from 23.3 to 29.1 in 2019.MATH - The MEDIAN GROWTH PERCENTILE (MGP) increased in math from 59 to 60 in 2019 and significantly outperformed the District at 49 MGP. There were also increases in MGP for all subgroups except White/Caucasian subgroup.

ENGLISH LANGUAGEELP Growth 54.2 versus 50.6 for the district

CLOSING OPPORTUNITY GAPSELA - The percentage of students meeting AGP in Special Education increased from 19% of IEP students meeting Adequate Growth Percentage to 22.6% in 2018-2019.MATH - The percentage of students meeting AGP in Special Education increased from 4.1% of IEP students meeting Adequate Growth Percentage to 22.6% in 2018-2019.MATH - The percentage of students meeting AGP in English Learners Current increased from 18.5% to 29.3 in 2018-2019.

STUDENT ENGAGEMENTChronic Absenteeism improved from 16.8% to 11.3% in 2018-2019.A significant reduction in the percentage of students in the Black Subgroup who are chronically absent from 36.7 to 15.5%, Two or More Races from 29.4 to 5.5%, and Special Education Subgroup from 31.7 to 22.6% from 2018 to 2019.

Priority Concerns in the DataThe academic achievement indicator for Wengert Elementary continues to decrease in percent of students proficient in reading and math.



ACADEMIC ACHIEVEMENTELA - ACHIEVEMENT HAS DROPPED THREE YEARS IN A ROW FROM 50% PROFICIENT TO 44% PROFICIENT.ELA - Kindergarten and 1st grade have less than 50% of students at or above the 40th percentile on MAP and also have low growth scores of 30. A typical growth score is between 41 and 60. ELA Grade 2 students have low growth on MAP with a Student Growth Score of 38 with typical growth being 41 to 60. ELA Grade 3 and 4 PROFICIENCY - These grade levels have much lower achievement and growth. Wengert continues to have an achievement gap between the proficiency of 3rd graders (39.58%), 4th graders (38.04%), AND 5th graders (56.38%). MATH - The trend data shaws that Math Proficiency levels have been slowly declining from 39.65% in 2017 to the current level of 35.46%. Third grade proficiency continues to decline in math from 46.46% in 2017 to 30.21% in 2019. Grade 4 proficiency in math has declined from 40.82% to 32.61% in 2019. Grade 5 has improved significantly over 3 years from 30.68% in 2017 to 43.62% in 2019. Wengert continues to have an achievement gap in grades 3 and 4 while 5th grade continues to show improvement.

GROWTH INDICATORSELA - The MEDIAN GROWTH PERCENTILE (MGP) decreased from 65 to 51. While reviewing Median Growth Percentiles, a gap is evident in performance for Grade 4 and Grade 5. Grade 5 had a Median Growth Percentile of 58.5 and Grade 4 had a Median Growth Percentile of 42. ELA - The percentage of students meeting AGP decreased from 64.7 to 48.5 and all subgroups except IEP had decreases in this category. While reviewing Median Growth Percentiles, a gap is evident in performance for Grade 4 and Grade 5. Grade 5 had a Median Growth Percentile of 72 and Grade 4 had a Median Growth Percentile of 41. This is attributed to the usage of the instructional program Engage New York with continual access to materials and resources aligned to the rigor of the standards. All Grade 5 classrooms also had significantly higher Adequate Growth Percentiles with an average AGP of 52.5% which would be much higher than the District average of 38%. Grade 4 had an average APG of 26.6%. The team discerned through the data that the students are not performing at the level of rigor required to be proficient on the SBAC.

ENGLISH LANGUAGEELA AGP is lower than the district rate: 52.3% (School) and 48.5% (District).

CLOSING OPPORTUNITY GAPSELA - The percentage of students in the MEETS AGP category in English Language Arts dropped from 49.4 in 2018 to 38.3 in 2019.ELA - The percentage of Black students in the MEETS AGP category of English Language Arts decreased from 58.3 in 2018 to 36.2 in 2019. Hispanic Latino dropped from 48.6 in 2018 to 34.8 in 2019. English Learners Current dropped from 40.3% to 36.2%. Economically Disadvantaged dropped from 51.8% to 38.3%.

STUDENT ENGAGEMENTIEP students have the highest percentage of students identified as Chronically Absent at 22.6% vs. the District average of 21.6.White/Caucasian students have 21.5 percent of students identified as Chronically Absent vs. the District average of 11.5%.I



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:Improve proficiency on SBAC English Language Arts by at least 15 percentage points from 44% to 59% proficient. Increase proficiency at each Benchmark for MAP in all grade levels by 7.5 or more points. Also specifically improve performance of Black Students in ELA Proficiency from 28.5 to 43.5 and proficiency for Special Education students from 6.7 to 21.7 to address TSI/ATSI designation.

Root Causes:1. PLC models for ensuring consistency are inconsistent across grade levels. Lack of shared knowledge and understanding on how to apply best practices of successful PLCs that ensure high levels of learning for all students. 2. Inconsistent delivery among grade level teachers of rigorous Tier I instruction aligned with NVACS and vertical alignment collaboration inconsistent. Lack of understanding and agreement of the level of rigor to meet the standards. Assignments and assessments inconsistently meet the rigor needed for proficiency on the summative test/pre-post assessments. Knowledge of the standards, Depth of Knowledge, and Vertical Alignment from grade to grade are not consistent. 3. Small group instruction is minimally provided on campus in all subject areas, specifically reading and math. 4. Lack of access to instructional materials that are aligned to the learning targets and depth of the Nevada Academic Content Standards.

Measurable Objective 1:GROWTH INDICATORS: Maintain school Median Growth Percentiles of 60 or higher. Maintain a school and grade level Median Growth Percentile of 60 or higher on the MAP Assessment in each grade level.

Measurable Objective 2:ACADEMIC ACHIEVEMENT: Improve proficiency on SBAC English Language Arts by at least 15 percentage points from 44% to 59% proficient. Increase proficiency at each Benchmark for MAP in all grade levels by 7.5 or more points. Also specifically improve performance of Black Students in ELA Proficiency from 28.5 to 43.5 and proficiency for Special Education students from 6.7 to 21.7 to address TSI/ATSI designation.

Measurable Objective 3:ENGLISH LANGUAGE: Improve percentage of students meeting Adequate Growth Percentile from 54% to 67% or higher on the 2019-2020 WIDA Assessment.

Measurable Objective 4:CLOSING OPPORTUNITY GAPS: Improve performance in the Special Education subgroup in the category of Adequate Growth Percentile from 19 to 27 in ELA or more to meet MIP state target.

Measurable Objective 5:Increase the percentage of students at and above the 40th percentile on the MAP Assessment by the 2019-2020 Fall MAP Assessment for the following: Kindergarten - Increase 44% to 64% or higher 1st grade - Increase 41% to 61% or higher 2nd grade - Increase 38% to 58% or higher 3rd grade - Increase 60% to 80% or higher. 4th grade - Increase 53% to 73% or higher. 5th grade - Increase 47% to 67% or higher

Monitoring Status

N/A

ACTION PLAN MONITORING PLAN



Action Step(please only list one action step per box)

Resources and Amount Needed

for Implementation(people, time, materials, funding

sources)

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

action step is in progress or has occurred.

List Timeline, Benchmarks,

and Position Responsible

Monitoring

Status

1.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1.1, 1.2, 1.7, 2.21. Provide ongoing professional development for the PLC process, specifically in unwrapping standards, formative assessment, and implementation of Tier 1 curriculum programs ReadyGen, Engage New York, and FOSS. (Root Cause #1 and #2 and #4) 2. Provide Professional Development for phonics and early reading as part of the Read by Grade 3 Initiative (text complexity, content knowledge, and providing evidence), Student Conferencing, and small group instruction. (Root Cause #3) 3. Provide professional development on co-teaching models and build in time for general education teachers and special education teachers to plan together to provide appropriate and targeted intervention based on needs. Include instructional assistants in training and planning sessions. (Root Cause #2) 4. Provide Year 3 ELL Cohort B Professional Development to support academic language development needs, increase opportunities for discourse, and improve proficiency outcomes for English Learners. (Root Cause #1) 5. Monthly Learning Walk opportunities where teachers may volunteer a prep period to view instruction in reading and writing. (Root Cause #3 and Root Cause #4)

ARTIFACT: SBCT Agendas, Sign In Sheets, ELL Rubric Learning Walk Data, Observation Data PEOPLE: ELL Student Success Advocate TIME: Monthly MATERIALS: ELL Department Training materials FUNDING SOURCE: District TIMELINE & PERSON RESPONSIBLE: The ELL Student Success Advocate will provide monthly professional development and collect/analyze monthly learning walk data regarding discourse opportunities and rubric data.



N/A

Comments:

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

Status

1.2 Family Engagement (Required) Continuation From Last Year: No NCCAT-S Indicators: 1.1, 1.2, 1.7, 2.2FAMILY ENGAGEMENT: Monthly Fabulous Family Friday Meetings to learn about school programs. Artifact: Agendas. Resources and Amount Needed: Title 1 Parent Involvement Funds - About $2000. Timeline & Person Responsible: Title 1 Learning Strategist. (Root Cause #1 and #2 and #4)

FAMILY ENGAGEMENT: Monthly Fabulous Family Friday Meetings to learn about school programs. Artifact: Agendas. Resources and Amount Needed: Title 1 Parent Involvement Funds - About $2000. Timeline & Person Responsible: Title 1 Learning Strategist. (Root Cause #1 and #2 and #4)



N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: No NCCAT-S Indicators: 1.1, 1.2, 1.7, 2.2



1. Provide ongoing professional development for the PLC process, specifically in unwrapping standards, formative assessment, and implementation of Tier 1 curriculum programs ReadyGen and FOSS. (Root Cause #1 and #2 and #4) ARTIFACT: SBCT Agendas, Learning Walk Data, PLC Agendas, and Observation Data. PEOPLE: All instructional staff and administration TIME: Weekly PLC and SBCT Meetings MATERIALS: ReadyGen Reading Program, PLC Playbook (Fisher, Frey), GoogleSheets FUNDING SOURCE: Strategic Budget, ELL Budget, Title 1 Budget TIMELINE & PERSON RESPONSIBLE: Administration & School Leadership Team will meet weekly to set agenda, Learning Strategists will facilitate professional development agendas and attend weekly PLC meetings. FAMILY ENGAGEMENT: Monthly Fabulous Family Friday Meetings to learn about school programs. Artifact: Agendas. Resources and Amount Needed: Title 1 Parent Involvement Funds - About $2000. Timeline & Person Responsible: Title 1 Learning Strategist. 2. Provide Professional Development for phonics and early reading as part of the Read by Grade 3 Initiative (text complexity, content knowledge, and providing evidence), Student Conferencing, and small group instruction. (Root Cause #3) ARTIFACT: SBCT Agendas, Student Literacy Plans, Lesson Plans, and Sign In Sheets PEOPLE: Read by Grade 3 Learning Strategist and all instructional staff TIME: Monthly MATERIALS: Copies and access to materials provided by CPD. FUNDING SOURCE: District TIMELINE & PERSON RESPONSIBLE: RBG3 Learning Strategist FAMILY ENGAGEMENT: Monthly Fabulous Family Friday Meetings to learn about school programs. Artifact: Agendas. Resources and Amount Needed: Title 1 Parent Involvement Funds - About $2000. Timeline & Person Responsible: Title 1 Learning Strategist. 3. Create a Master Schedule that ensures IEP students have access to Tier 1 instruction and utilize the ReadWell program as part of the District Assess, Plan, Teach Grant to implement a research based reading intervention program in all Self-Contained and Resource Classrooms. Teachers will receive two hours per month to plan instruction, analyze data, and respond to student assessment. (Root Cause #2) ARTIFACT: SBCT Agendas, Collaboration Agendas, and Department Meeting Agendas PEOPLE: Special Education Instructional Facilitator, APT Coach, and Special Education Team TIME: Monthly MATERIALS: Created by the special education team FUNDING SOURCE: Title I Budget and CCSD Special Education Budget. TIMELINE & PERSON RESPONSIBLE: The special education team will meet monthly to review progress in ReadWell unit mastery. Teachers will utilize the Core Phonics Assessment 3 times per year to collect data and provide additional evidence of IEP students progressing in Reading. Progress will also be tracked in the VPORT data management system. FAMILY ENGAGEMENT: Monthly Fabulous Family Friday Meetings to learn about school programs. Artifact: Agendas. Resources and Amount Needed: Title 1 Parent Involvement Funds - About $2000. Timeline & Person Responsible: Title 1 Learning Strategist. 4. Provide Year 3 ELL Cohort B Professional Development to support academic language development needs, increase opportunities for discourse, and improve proficiency outcomes for English Learners. (Root Cause #1) ARTIFACT: SBCT Agendas, Sign In Sheets, ELL Rubric Learning Walk Data, Observation Data PEOPLE: ELL Student Success Advocate TIME: Monthly MATERIALS: ELL Department Training materials FUNDING SOURCE: District TIMELINE & PERSON RESPONSIBLE: The ELL Student Success Advocate will provide monthly professional development and collect/analyze monthly learning walk data regarding discourse opportunities and rubric data. FAMILY ENGAGEMENT: Monthly Fabulous Family Friday Meetings to learn about school programs. Artifact: Agendas. Resources and Amount Needed: Title 1 Parent Involvement Funds - About $2000. Timeline & Person Responsible: Title 1 Learning Strategist. 5. Monthly Learning Walk opportunities where teachers may volunteer a prep period to view instruction in reading and writing. (Root Cause #3 and Root Cause #4) ARTIFACT: Learning Walk Data Form Collection PEOPLE: Administration, Learning Strategists, and all instructional staff TIME: Monthly - 3rd PLC meeting each month MATERIALS: Learning Walk Form Data FUNDING SOURCE: None TIMELINE & PERSON RESPONSIBLE: Administration will schedule monthly learning walks and learning strategists will complete data analysis to identify trends for instruction and identify next steps for professional learning. FAMILY ENGAGEMENT: Monthly Fabulous Family Friday Meetings to learn about school programs. Artifact: Agendas. Resources and Amount Needed: Title 1 Parent Involvement Funds - About $2000. Timeline & Person Responsible: Title 1 Learning Strategist.




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:Goal 2: Improve math proficiency from 37.3% to 52.3% or higher meeting the state MIP Target. Improve proficiency on SBAC Math by at least 15 percentage points from 35% to 50% proficient. Increase proficiency at each Benchmark for MAP in all grade levels by 7.5 or more points.

Root Causes:1. PLC models for ensuring consistency are inconsistent across grade levels. Lack of shared knowledge and understanding on how to apply best practices of successful PLCs that ensure high levels of learning for all students. 2. The school PLC process is loosely followed in some grade levels. All four questions are not consistently addressed. 3. Inconsistent delivery among grade level teachers of rigorous Tier I instruction aligned with NVACS and vertical alignment collaboration inconsistent. Lack of understanding and agreement of the level of rigor to meet the standards. Assignments and assessments inconsistently meet the rigor needed for proficiency on the summative test/pre-post assessments. 4. Small group instruction is minimally provided on campus in all subject areas, specifically reading.

Measurable Objective 1:GROWTH INDICATORS: Achieve a school Median Growth Percentile of 60 or higher in Math. Wengert's MGP in Math was 57 in 2017 and 59 in 2018. Ensure K-5 MAP Median Growth Percentile data is at 50 or higher at each benchmark.

Measurable Objective 2:ACADEMIC ACHIEVEMENT: Improve proficiency on SBAC Math by at least 15 percentage points from 35% to 50% proficient. Increase proficiency at each Benchmark for MAP in all grade levels by 7.5 or more points. Also specifically improve performance of Black Students in Math Proficiency from 21.3 to 32.3 and proficiency for Special Education students from 6.7 to 28.6 to meet MIP target and address TSI/ATSI designation.

Measurable Objective 3:ENGLISH LANGUAGE: Improve percentage of students meeting Adequate Growth Percentile from 46.3 to 50.93 or higher on the 2019-2020 WIDA Assessment.

Measurable Objective 4:CLOSING OPPORTUNITY GAPS: Improve performance in the Special Education subgroup in the category of Adequate Growth Percentile from 22.6 to 27 or higher OR meet state target Measures of Interim Progress.

Measurable Objective 5:MAP DATA: Improve the percentage of students in the NOT AT RISK CATEGORY in every grade level by at least 10 percentage points each benchmark period.

Monitoring Status

N/A



Resources and Amount Needed for

Implementation(people, time, materials, funding sources)

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

step is in progress or has occurred.

List Timeline, Benchmarks, and

Position Responsible

Monitoring

Status



2.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1.1, 1.2, 1.7, 2.2



1. Provide ongoing professional development for the PLC process, specifically in unwrapping standards, formative assessment, and implementation of Tier 1 curriculum programs Engage New York, Mountain Math, and Number Talks. (Root Cause #1 and #2 and #4) ARTIFACT: SBCT Agendas, Learning Walk Data, PLC Agendas, and Observation Data. PEOPLE: All instructional staff and administration TIME: Weekly PLC and SBCT Meetings MATERIALS: Engage New York Math Program, Mountain Math Spiral Review, PLC Playbook (Fisher, Frey), GoogleSheets FUNDING SOURCE: Strategic Budget, ELL Budget, Title 1 Budget TIMELINE & PERSON RESPONSIBLE: Administration & School Leadership Team will meet weekly to set agenda, Learning Strategists will facilitate professional development agendas and attend weekly PLC meetings. FAMILY ENGAGEMENT: Monthly Fabulous Family Friday Meetings to learn about school programs. Artifact: Agendas. Resources and Amount Needed: Title 1 Parent Involvement Funds - About $2000. Timeline & Person Responsible: Title 1 Learning Strategist. 2. Provide Professional Development for Vertical and Horizontal Alignment of Math Standards for Number & Operations in Base Ten Concepts. (Root Cause #3) ARTIFACT: SBCT Agendas, Student Literacy Plans, Lesson Plans, and Sign In Sheets PEOPLE: Administration, RPDP, school Learning Strategists and all instructional staff TIME: Monthly MATERIALS: Copies and access to materials provided by CPD. FUNDING SOURCE: District TIMELINE & PERSON RESPONSIBLE: Admin & Learning Strategist - SBCT monthly FAMILY ENGAGEMENT: Monthly Fabulous Family Friday Meetings to learn about school programs. Artifact: Agendas. Resources and Amount Needed: Title 1 Parent Involvement Funds - About $2000. Timeline & Person Responsible: Title 1 Learning Strategist. 3. Create a Master Schedule that ensures IEP students have access to Tier 1 instruction and utilize the ReadWell program as part of the District Assess, Plan, Teach Grant to implement a research based reading intervention program in all Self-Contained and Resource Classrooms. Teachers will receive two hours per month to plan instruction, analyze data, and respond to student assessment. (Root Cause #2) ARTIFACT: SBCT Agendas, Collaboration Agendas, and Department Meeting Agendas PEOPLE: Special Education Instructional Facilitator, APT Coach, and Special Education Team TIME: Monthly MATERIALS: Created by the special education team FUNDING SOURCE: Title I Budget and CCSD Special Education Budget. TIMELINE & PERSON RESPONSIBLE: The special education team will meet monthly to review progress in ReadWell unit mastery. Teachers will utilize the Core Phonics Assessment 3 times per year to collect data and provide additional evidence of IEP students progressing in Reading. Progress will also be tracked in the VPORT data management system. FAMILY ENGAGEMENT: Monthly Fabulous Family Friday Meetings to learn about school programs. Artifact: Agendas. Resources and Amount Needed: Title 1 Parent Involvement Funds - About $2000. Timeline & Person Responsible: Title 1 Learning Strategist. 4. Provide Year 3 ELL Cohort B Professional Development to support academic language development needs, increase opportunities for discourse, and improve proficiency outcomes for English Learners. (Root Cause #1) ARTIFACT: SBCT Agendas, Sign In Sheets, ELL Rubric Learning Walk Data, Observation Data PEOPLE: ELL Student Success Advocate TIME: Monthly MATERIALS: ELL Department Training materials FUNDING SOURCE: District TIMELINE & PERSON RESPONSIBLE: The ELL Student Success Advocate will provide monthly professional development and collect/analyze monthly learning walk data regarding discourse opportunities and rubric data. FAMILY ENGAGEMENT: Monthly Fabulous Family Friday Meetings to learn about school programs. Artifact: Agendas. Resources and Amount Needed: Title 1 Parent Involvement Funds - About $2000. Timeline & Person Responsible: Title 1 Learning Strategist. 5. Monthly Learning Walk opportunities where teachers may volunteer a prep period to view instruction in reading and writing. (Root Cause #3 and Root Cause #4) ARTIFACT: Learning Walk Data Form Collection PEOPLE: Administration, Learning Strategists, and all instructional staff TIME: Monthly - 3rd PLC meeting each month MATERIALS: Learning Walk Form Data FUNDING SOURCE: None TIMELINE & PERSON RESPONSIBLE: Administration will schedule monthly learning walks and learning strategists will complete data analysis to identify trends for instruction and identify next steps for professional learning. FAMILY ENGAGEMENT: Monthly Fabulous Family Friday Meetings to learn about school programs. Artifact: Agendas. Resources and Amount Needed: Title 1 Parent Involvement Funds - About $2000. Timeline & Person Responsible: Title 1 Learning Strategist.




N/A



Comments:

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

Status

2.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1.1, 1.2, 1.7, 2.2







N/A



Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1.1, 1.2, 1.7, 2.2







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:Improve the percentage of students who are identified Chronically Absent from 11.3% to 10.17% or lower.

Root Causes:Some students at Wengert do not consistently attend school missing 10% or more of the total days enrolled. A review of student attendance data showed that some students miss school due to reasons outside of their control such as for medical concerns and pre-arranged absences. Removals for student disciplinary infractions were a factor within the schools locus of control.

Measurable Objective 1:Decrease the percentage of students who are Chronically Absent from 11.3% to 10.17%.

Measurable Objective 2:Decrease the percentage of students in the Black/African American subgroup from 15.5% chronically absent to below 13% or less in the 2019-2020 school year to address TSI and ATSI school designation.

Measurable Objective 3:Decrease the percentage of students in the White Caucasian Subgroup from 21.5% by at least 10 percent to 19.35%.

Measurable Objective 4:Decrease the percentage of students in the Special Education Subgroup from 22.6% to 20.3%.

Monitoring Status

N/A



Resources and

Amount Needed for

Implementation(people, time, materials,

funding sources)

List Artifacts/Evidence of

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

has occurred.

List Timeline,

Benchmarks, and

Position

Responsible

Monitoring

Status

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



1. Pathlore training modules in cultural competency. 2. All staff will receive the Chronically Absent Cohort of Students. Identify which students in 2017-2018 were identified as chronically absent. Categorize students by reason for most absences. School Counselor will start a whole school attendance incentive. Teachers call home for all students who are out more than two days in a row. Administration will meet with all parents after 10 absences, inform parents of Nevada Attendance Laws, and provide school supports where necessary by involving School Safety Professional or School Counselor. Begin an individual attendance incentive plan with students in subgroups of concern to promote school attendance. Involve CCSD Truancy for students who continue to be truant from school. 3. SBCT - Staff will be trained by teachers on campus in using personal inventories (home, family, student interest/connection surveys) to build positive effective relationships with students and families. 4. Two Family Culture Projects will be provided to students and families during the 19-20 school year. Teachers will specifically encourage students who were Chronically Absent in 19-20 to participate in the project. 5. Pursue 1-2 Technology Applications for the school to connect families to the instructional program at school. 6. Pursue Tier 1 Attendance Program specifically a daily attendance lottery and a letter and magnet to each family to track attendance throughout the year.

Administration, Clerk, School Counselor, and Safe Schools Professional Magnets for Attendance Trackers ($460 - General Budget)

1. Pathlore Records 2. Attendance Records and Monthly Data Lab Report of Chronic Absenteeism 3. SBCT Agendas 4. Assignment Sheets 5. Remind and Class Dojo Records 6. Attendance Letter, Luncheon Participant List, and Magnets for Attendance Tracking

The principal, counselor, and teachers are responsible for ensuring this action step takes place during 2019-2020 school year.

N/A

Comments:

Action StepResources and

Amount NeededList Artifacts/Evidence

Timeline and Position

Responsible

Monitoring

Status

3.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: 1. Inform all families of attendance research/student achievement correlation and provide attendance trackers to all families at Open House 2019 and at first Parent Institute (Fabulous Family Friday). 2. Call all families who meet the Nevada Chronically Absent from School Criteria each month to see if resources or supports are necessary. Start a daily attendance incentive and check in system with these students through the counseling team and classroom teachers. 3. Meet with all families at 10 absences or more throughout the year and provide information for Nevada Attendance Laws.

1. FACES and School Counselor - Funding - no cost 2. School Safety and Positive Behavior Supports Team - no cost 3. None

1. Parent Institute Schedule and Agendas 2. Open House Agenda/Power Point/Data Lab Records 3. Clerk Records 4. Attendance Meeting documentation

1. All staff and administration 2. School Counselor, Safe Schools Professional, School Clerk 3. School Clerk, Administration, and Safe Schools Professional

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)

Strategic Budget $3,199,819.77 Achievement Goals 1, 2 and 3Title 1 $242,100.00 Growth Goals 1 and 2ELL Plan $15,708.00 Growth 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.During the interview process, the principal sends out a School Spotlight to highlight the school's performance, extracurricular activities, highlights, and family engagement opportunities. The administrative staff recruits candidates that have the ability to work in teams to achieve school goals. Administration creates a culture of trust and open communication in which teachers feel comfortable. Teachers also assist in the recruiting process by reaching out to possible candidates who share the common values and vision of the school.

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.A School Organizational Team has been created to provide input to school-wide decisions. A school newsletter goes out frequently throughout the school year to inform families of events and school information. Training nights and Parent Institute events (Fabulous Family Fridays) happen throughout the school year. Parents are invited to join students in the classrooms where teachers model strategies to improve reading, writing and math.

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.).Early childhood teachers include early childhood students as typical peers in the special education classrooms. Cyril S. Wengert has two Nevada Ready Pre-Kindergarten programs in 2019-2020 providing early childhood opportunities for students. Fifth grade students participate in a 6th grade orientation at the feeder middle schools to learn about behavior and academic expectations.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Teachers participate in weekly PLC meetings using a PDCA model approach to analyze school/district assessment data to identify students specific needs in alignment with expectations. Teachers collaborate to create common grade level assessments in reading and math. Teachers receive training on effective assessment training tools, such as MAP, WIDA, AIMSweb, and STAR. Effective methods of implementation and effective teaching/learning strategies. School based data strategist assists teachers with data analysis and improvement plans.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsThe Title I allocation was used to hire two teachers to reduce class sizes in intermediate grades. The Title I and III budgets provide collaboration for teachers to strategize and plan effective instruction to improve performance for EL students outside the allocated school hours. Tier I instruction trainings are planned to increase teachers' expertise and ability in teaching all core subjects. The Strategic Budget and Title I allocations was used to purchase the 4th and 5th grade MAP Assessment and Renaissance software to effectively address target goals identified in the SPP and NSPF.



Plan for improving the school climate

Goal:Improve the percentage of students who feel safe and happy at school. Specifically increase the percentage of students who are reporting they are happy in school from 87.4% to 93% or more and Students who feel safe at school from 91.71% to 93%. Utilize the Sanford Harmony Social Emotional Learning Curriculum daily to provide students time for daily connections with teachers and classmates and lessons in communication, understanding differences, cooperation, respect, and conflict resolution.

Action Plan: How will this plan improve the school climate?Research shows that students who feel safe and happy in school perform at higher levels than students who worry for safety or do not have social-emotional needs met at school.

Monitoring Plan: How will you track the implementation of this plan?Lesson Plans will be reviewed on a monthly basis. Administration will complete 1-2 classroom observations of teachers implementing the Sanford Harmony Social Emotional Learning Program and provide coaching and feedback on the program.

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?Student Attendance data, Discipline Referral data, and CCSD School Climate Survey data.



APPENDIX A - Professional Development Plan

1.11. Provide ongoing professional development for the PLC process, specifically in unwrapping standards, formative assessment, and implementation of Tier 1 curriculum programs ReadyGen, Engage New York, and FOSS. (Root Cause #1 and #2 and #4) 2. Provide Professional Development for phonics and early reading as part of the Read by Grade 3 Initiative (text complexity, content knowledge, and providing evidence), Student Conferencing, and small group instruction. (Root Cause #3) 3. Provide professional development on co-teaching models and build in time for general education teachers and special education teachers to plan together to provide appropriate and targeted intervention based on needs. Include instructional assistants in training and planning sessions. (Root Cause #2) 4. Provide Year 3 ELL Cohort B Professional Development to support academic language development needs, increase opportunities for discourse, and improve proficiency outcomes for English Learners. (Root Cause #1) 5. Monthly Learning Walk opportunities where teachers may volunteer a prep period to view instruction in reading and writing. (Root Cause #3 and Root Cause #4)

Goal 1 Additional PD Action Step (Optional)

2.11. Provide ongoing professional development for the PLC process, specifically in unwrapping standards, formative assessment, and implementation of Tier 1 curriculum programs Engage New York, Mountain Math, and Number Talks. (Root Cause #1 and #2 and #4) ARTIFACT: SBCT Agendas, Learning Walk Data, PLC Agendas, and Observation Data. PEOPLE: All instructional staff and administration TIME: Weekly PLC and SBCT Meetings MATERIALS: Engage New York Math Program, Mountain Math Spiral Review, PLC Playbook (Fisher, Frey), GoogleSheets FUNDING SOURCE: Strategic Budget, ELL Budget, Title 1 Budget TIMELINE & PERSON RESPONSIBLE: Administration & School Leadership Team will meet weekly to set agenda, Learning Strategists will facilitate professional development agendas and attend weekly PLC meetings. FAMILY ENGAGEMENT: Monthly Fabulous Family Friday Meetings to learn about school programs. Artifact: Agendas. Resources and Amount Needed: Title 1 Parent Involvement Funds - About $2000. Timeline & Person Responsible: Title 1 Learning Strategist. 2. Provide Professional Development for Vertical and Horizontal Alignment of Math Standards for Number & Operations in Base Ten Concepts. (Root Cause #3) ARTIFACT: SBCT Agendas, Student Literacy Plans, Lesson Plans, and Sign In Sheets PEOPLE: Administration, RPDP, school Learning Strategists and all instructional staff TIME: Monthly MATERIALS: Copies and access to materials provided by CPD. FUNDING SOURCE: District TIMELINE & PERSON RESPONSIBLE: Admin & Learning Strategist - SBCT monthly FAMILY ENGAGEMENT: Monthly Fabulous Family Friday Meetings to learn about school programs. Artifact: Agendas. Resources and Amount Needed: Title 1 Parent Involvement Funds - About $2000. Timeline & Person Responsible: Title 1 Learning Strategist. 3. Create a Master Schedule that ensures IEP students have access to Tier 1 instruction and utilize the ReadWell program as part of the District Assess, Plan, Teach Grant to implement a research based reading intervention program in all Self-Contained and Resource Classrooms. Teachers will receive two hours per month to plan instruction, analyze data, and respond to student assessment. (Root Cause #2) ARTIFACT: SBCT Agendas, Collaboration Agendas, and Department Meeting Agendas PEOPLE: Special Education Instructional Facilitator, APT Coach, and Special Education Team TIME: Monthly MATERIALS: Created by the special education team FUNDING SOURCE: Title I Budget and CCSD Special Education Budget. TIMELINE & PERSON RESPONSIBLE: The special education team will meet monthly to review progress in ReadWell unit mastery. Teachers will utilize the Core Phonics Assessment 3 times per year to collect data and provide additional evidence of IEP students progressing in Reading. Progress will also be tracked in the VPORT data management system. FAMILY ENGAGEMENT: Monthly Fabulous Family Friday Meetings to learn about school programs. Artifact: Agendas. Resources and Amount Needed: Title 1 Parent Involvement Funds - About $2000. Timeline & Person Responsible: Title 1 Learning Strategist. 4. Provide Year 3 ELL Cohort B Professional Development to support academic language development needs, increase opportunities for discourse, and improve proficiency outcomes for English Learners. (Root Cause #1) ARTIFACT: SBCT Agendas, Sign In Sheets, ELL Rubric Learning Walk Data, Observation Data PEOPLE: ELL Student Success Advocate TIME: Monthly MATERIALS: ELL Department Training materials FUNDING SOURCE: District TIMELINE & PERSON RESPONSIBLE: The ELL Student Success Advocate will provide monthly professional development and collect/analyze monthly learning walk data regarding discourse opportunities and rubric data. FAMILY ENGAGEMENT: Monthly Fabulous Family Friday Meetings to learn about school programs. Artifact: Agendas. Resources and Amount Needed: Title 1 Parent Involvement Funds - About $2000. Timeline & Person Responsible: Title 1 Learning Strategist. 5. Monthly Learning Walk opportunities where teachers may volunteer a prep period to view instruction in reading and writing. (Root Cause #3 and Root Cause #4) ARTIFACT: Learning Walk Data Form Collection PEOPLE: Administration, Learning Strategists, and all instructional staff TIME: Monthly - 3rd PLC meeting each month MATERIALS: Learning Walk Form Data FUNDING SOURCE: None TIMELINE & PERSON RESPONSIBLE: Administration will schedule monthly learning walks and learning strategists will complete data analysis to identify trends for instruction and identify next steps for professional learning. FAMILY ENGAGEMENT: Monthly Fabulous Family Friday Meetings to learn about school programs. Artifact: Agendas. Resources and Amount Needed: Title 1 Parent Involvement Funds - About $2000. Timeline & Person Responsible: Title 1 Learning Strategist.




3.11. Pathlore training modules in cultural competency. 2. All staff will receive the Chronically Absent Cohort of Students. Identify which students in 2017-2018 were identified as chronically absent. Categorize students by reason for most absences. School Counselor will start a whole school attendance incentive. Teachers call home for all students who are out more than two days in a row. Administration will meet with all parents after 10 absences, inform parents of Nevada Attendance Laws, and provide school supports where necessary by involving School Safety Professional or School Counselor. Begin an individual attendance incentive plan with students in subgroups of concern to promote school attendance. Involve CCSD Truancy for students who continue to be truant from school. 3. SBCT - Staff will be trained by teachers on campus in using personal inventories (home, family, student interest/connection surveys) to build positive effective relationships with students and families. 4. Two Family Culture Projects will be provided to students and families during the 19-20 school year. Teachers will specifically encourage students who were Chronically Absent in 19-20 to participate in the project. 5. Pursue 1-2 Technology Applications for the school to connect families to the instructional program at school. 6. Pursue Tier 1 Attendance Program specifically a daily attendance lottery and a letter and magnet to each family to track attendance throughout the year.




APPENDIX B - Family Engagement Plan

1.2FAMILY ENGAGEMENT: Monthly Fabulous Family Friday Meetings to learn about school programs. Artifact: Agendas. Resources and Amount Needed: Title 1 Parent Involvement Funds - About $2000. Timeline & Person Responsible: Title 1 Learning Strategist. (Root Cause #1 and #2 and #4)

Goal 1 Additional Family Engagement Action Step (Optional)

2.21. Provide ongoing professional development for the PLC process, specifically in unwrapping standards, formative assessment, and implementation of Tier 1 curriculum programs Engage New York, Mountain Math, and Number Talks. (Root Cause #1 and #2 and #4) ARTIFACT: SBCT Agendas, Learning Walk Data, PLC Agendas, and Observation Data. PEOPLE: All instructional staff and administration TIME: Weekly PLC and SBCT Meetings MATERIALS: Engage New York Math Program, Mountain Math Spiral Review, PLC Playbook (Fisher, Frey), GoogleSheets FUNDING SOURCE: Strategic Budget, ELL Budget, Title 1 Budget TIMELINE & PERSON RESPONSIBLE: Administration & School Leadership Team will meet weekly to set agenda, Learning Strategists will facilitate professional development agendas and attend weekly PLC meetings. FAMILY ENGAGEMENT: Monthly Fabulous Family Friday Meetings to learn about school programs. Artifact: Agendas. Resources and Amount Needed: Title 1 Parent Involvement Funds - About $2000. Timeline & Person Responsible: Title 1 Learning Strategist. 2. Provide Professional Development for Vertical and Horizontal Alignment of Math Standards for Number & Operations in Base Ten Concepts. (Root Cause #3) ARTIFACT: SBCT Agendas, Student Literacy Plans, Lesson Plans, and Sign In Sheets PEOPLE: Administration, RPDP, school Learning Strategists and all instructional staff TIME: Monthly MATERIALS: Copies and access to materials provided by CPD. FUNDING SOURCE: District TIMELINE & PERSON RESPONSIBLE: Admin & Learning Strategist - SBCT monthly FAMILY ENGAGEMENT: Monthly Fabulous Family Friday Meetings to learn about school programs. Artifact: Agendas. Resources and Amount Needed: Title 1 Parent Involvement Funds - About $2000. Timeline & Person Responsible: Title 1 Learning Strategist. 3. Create a Master Schedule that ensures IEP students have access to Tier 1 instruction and utilize the ReadWell program as part of the District Assess, Plan, Teach Grant to implement a research based reading intervention program in all Self-Contained and Resource Classrooms. Teachers will receive two hours per month to plan instruction, analyze data, and respond to student assessment. (Root Cause #2) ARTIFACT: SBCT Agendas, Collaboration Agendas, and Department Meeting Agendas PEOPLE: Special Education Instructional Facilitator, APT Coach, and Special Education Team TIME: Monthly MATERIALS: Created by the special education team FUNDING SOURCE: Title I Budget and CCSD Special Education Budget. TIMELINE & PERSON RESPONSIBLE: The special education team will meet monthly to review progress in ReadWell unit mastery. Teachers will utilize the Core Phonics Assessment 3 times per year to collect data and provide additional evidence of IEP students progressing in Reading. Progress will also be tracked in the VPORT data management system. FAMILY ENGAGEMENT: Monthly Fabulous Family Friday Meetings to learn about school programs. Artifact: Agendas. Resources and Amount Needed: Title 1 Parent Involvement Funds - About $2000. Timeline & Person Responsible: Title 1 Learning Strategist. 4. Provide Year 3 ELL Cohort B Professional Development to support academic language development needs, increase opportunities for discourse, and improve proficiency outcomes for English Learners. (Root Cause #1) ARTIFACT: SBCT Agendas, Sign In Sheets, ELL Rubric Learning Walk Data, Observation Data PEOPLE: ELL Student Success Advocate TIME: Monthly MATERIALS: ELL Department Training materials FUNDING SOURCE: District TIMELINE & PERSON RESPONSIBLE: The ELL Student Success Advocate will provide monthly professional development and collect/analyze monthly learning walk data regarding discourse opportunities and rubric data. FAMILY ENGAGEMENT: Monthly Fabulous Family Friday Meetings to learn about school programs. Artifact: Agendas. Resources and Amount Needed: Title 1 Parent Involvement Funds - About $2000. Timeline & Person Responsible: Title 1 Learning Strategist. 5. Monthly Learning Walk opportunities where teachers may volunteer a prep period to view instruction in reading and writing. (Root Cause #3 and Root Cause #4) ARTIFACT: Learning Walk Data Form Collection PEOPLE: Administration, Learning Strategists, and all instructional staff TIME: Monthly - 3rd PLC meeting each month MATERIALS: Learning Walk Form Data FUNDING SOURCE: None TIMELINE & PERSON RESPONSIBLE: Administration will schedule monthly learning walks and learning strategists will complete data analysis to identify trends for instruction and identify next steps for professional learning. FAMILY ENGAGEMENT: Monthly Fabulous Family Friday Meetings to learn about school programs. Artifact: Agendas. Resources and Amount Needed: Title 1 Parent Involvement Funds - About $2000. Timeline & Person Responsible: Title 1 Learning Strategist.


3.2



1. Inform all families of attendance research/student achievement correlation and provide attendance trackers to all families at Open House 2019 and at first Parent Institute (Fabulous Family Friday). 2. Call all families who meet the Nevada Chronically Absent from School Criteria each month to see if resources or supports are necessary. Start a daily attendance incentive and check in system with these students through the counseling team and classroom teachers. 3. Meet with all families at 10 absences or more throughout the year and provide information for Nevada Attendance Laws.




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Improve proficiency on SBAC English Language Arts by at least 15 percentage points from 44% to 59% proficient. Increase proficiency at each Benchmark for MAP in all grade levels by 7.5 or more points. Also specifically improve performance of Black Students in ELA Proficiency from 28.5 to 43.5 and proficiency for Special Education students from 6.7 to 21.7 to address TSI/ATSI designation.

Measurable Objective(s):

GROWTH INDICATORS: Maintain school Median Growth Percentiles of 60 or higher. Maintain a school and grade level Median Growth Percentile of 60 or higher on the MAP Assessment in each grade level.ACADEMIC ACHIEVEMENT: Improve proficiency on SBAC English Language Arts by at least 15 percentage points from 44% to 59% proficient. Increase proficiency at each Benchmark for MAP in all grade levels by 7.5 or more points. Also specifically improve performance of Black Students in ELA Proficiency from 28.5 to 43.5 and proficiency for Special Education students from 6.7 to 21.7 to address TSI/ATSI designation.ENGLISH LANGUAGE: Improve percentage of students meeting Adequate Growth Percentile from 54% to 67% or higher on the 2019-2020 WIDA Assessment.CLOSING OPPORTUNITY GAPS: Improve performance in the Special Education subgroup in the category of Adequate Growth Percentile from 19 to 27 in ELA or more to meet MIP state target.Increase the percentage of students at and above the 40th percentile on the MAP Assessment by the 2019-2020 Fall MAP Assessment for the following: Kindergarten - Increase 44% to 64% or higher 1st grade - Increase 41% to 61% or higher 2nd grade - Increase 38% to 58% or higher 3rd grade - Increase 60% to 80% or higher. 4th grade - Increase 53% to 73% or higher. 5th grade - Increase 47% to 67% or higher

StatusN/A

Comments:

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

Mid-Year End-of-Year

1.1

1. Provide ongoing professional development for the PLC process, specifically in unwrapping standards, formative assessment, and implementation of Tier 1 curriculum programs ReadyGen, Engage New York, and FOSS. (Root Cause #1 and #2 and #4) 2. Provide Professional Development for phonics and early reading as part of the Read by Grade 3 Initiative (text complexity, content knowledge, and providing evidence), Student Conferencing, and small group instruction. (Root Cause #3) 3. Provide professional development on co-teaching models and build in time for general education teachers and special education teachers to plan together to provide appropriate and targeted intervention based on needs. Include instructional assistants in training and planning sessions. (Root Cause #2) 4. Provide Year 3 ELL Cohort B Professional Development to support academic language development needs, increase opportunities for discourse, and improve proficiency outcomes for English Learners. (Root Cause #1) 5. Monthly Learning Walk opportunities where teachers may volunteer a prep period to view instruction in reading and writing. (Root Cause #3 and Root Cause #4)

N/A

Progress



Barriers

Next Steps

1.2FAMILY ENGAGEMENT: Monthly Fabulous Family Friday Meetings to learn about school programs. Artifact: Agendas. Resources and Amount Needed: Title 1 Parent Involvement Funds - About $2000. Timeline & Person Responsible: Title 1 Learning Strategist. (Root Cause #1 and #2 and #4)

N/A

Progress

Barriers

Next Steps



1.3


N/A

Progress

Barriers

Next Steps



1.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Goal 2: Improve math proficiency from 37.3% to 52.3% or higher meeting the state MIP Target. Improve proficiency on SBAC Math by at least 15 percentage points from 35% to 50% proficient. Increase proficiency at each Benchmark for MAP in all grade levels by 7.5 or more points.


GROWTH INDICATORS: Achieve a school Median Growth Percentile of 60 or higher in Math. Wengert's MGP in Math was 57 in 2017 and 59 in 2018. Ensure K-5 MAP Median Growth Percentile data is at 50 or higher at each benchmark.ACADEMIC ACHIEVEMENT: Improve proficiency on SBAC Math by at least 15 percentage points from 35% to 50% proficient. Increase proficiency at each Benchmark for MAP in all grade levels by 7.5 or more points. Also specifically improve performance of Black Students in Math Proficiency from 21.3 to 32.3 and proficiency for Special Education students from 6.7 to 28.6 to meet MIP target and address TSI/ATSI designation.ENGLISH LANGUAGE: Improve percentage of students meeting Adequate Growth Percentile from 46.3 to 50.93 or higher on the 2019-2020 WIDA Assessment.CLOSING OPPORTUNITY GAPS: Improve performance in the Special Education subgroup in the category of Adequate Growth Percentile from 22.6 to 27 or higher OR meet state target Measures of Interim Progress.MAP DATA: Improve the percentage of students in the NOT AT RISK CATEGORY in every grade level by at least 10 percentage points each benchmark period.

StatusN/A

Comments:





2.1


N/A

Progress

Barriers

Next Steps



2.2


N/A

Progress

Barriers

Next Steps



2.3


N/A

Progress

Barriers

Next Steps



2.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:Improve the percentage of students who are identified Chronically Absent from 11.3% to 10.17% or lower.


Decrease the percentage of students who are Chronically Absent from 11.3% to 10.17%.Decrease the percentage of students in the Black/African American subgroup from 15.5% chronically absent to below 13% or less in the 2019-2020 school year to address TSI and ATSI school designation.Decrease the percentage of students in the White Caucasian Subgroup from 21.5% by at least 10 percent to 19.35%.Decrease the percentage of students in the Special Education Subgroup from 22.6% to 20.3%.

StatusN/A

Comments:



3.1

1. Pathlore training modules in cultural competency. 2. All staff will receive the Chronically Absent Cohort of Students. Identify which students in 2017-2018 were identified as chronically absent. Categorize students by reason for most absences. School Counselor will start a whole school attendance incentive. Teachers call home for all students who are out more than two days in a row. Administration will meet with all parents after 10 absences, inform parents of Nevada Attendance Laws, and provide school supports where necessary by involving School Safety Professional or School Counselor. Begin an individual attendance incentive plan with students in subgroups of concern to promote school attendance. Involve CCSD Truancy for students who continue to be truant from school. 3. SBCT - Staff will be trained by teachers on campus in using personal inventories (home, family, student interest/connection surveys) to build positive effective relationships with students and families. 4. Two Family Culture Projects will be provided to students and families during the 19-20 school year. Teachers will specifically encourage students who were Chronically Absent in 19-20 to participate in the project. 5. Pursue 1-2 Technology Applications for the school to connect families to the instructional program at school. 6. Pursue Tier 1 Attendance Program specifically a daily attendance lottery and a letter and magnet to each family to track attendance throughout the year.

N/A

Progress

Barriers



Next Steps

3.2

1. Inform all families of attendance research/student achievement correlation and provide attendance trackers to all families at Open House 2019 and at first Parent Institute (Fabulous Family Friday). 2. Call all families who meet the Nevada Chronically Absent from School Criteria each month to see if resources or supports are necessary. Start a daily attendance incentive and check in system with these students through the counseling team and classroom teachers. 3. Meet with all families at 10 absences or more throughout the year and provide information for Nevada Attendance Laws.

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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