school performance plan...crt remained under 4%. from 2013-2014, while the mgp for iep students...

School Performance Plan

School NameSedway, Marvin M MS

Address (City, State, Zip Code, Telephone):3465 Englestad St

N Las Vegas, NV 89032-7891, (702) 799-3880

Superintendent/Assistant Chief: Pat Skorkowsky / Celese Rayford

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Middle School

Classification: 3 Star

NCCAT-S: Not Required

*1 and 2 Star Schools Only:Please ensure that the following

documents will be available upon request ☐ Use of Core Instructional Materials ☐ Scheduling ☐ Model School Visits

Members of Planning Team * ALL Title I schools must have a parent on their planning team that is NOT a district employee.

Name of Member Position Name of Member PositionTameka Henry Parent Chareece Sheppard Principal

Kathy Price Assistant Principal Jennifer Loescher Strategist/Data CoordinatorCassandra Wabara Counselor

Nevada Department of Education Sedway, Marvin M MS 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 10/31/2016 Nevada Department of Education - June 2016

COMPONENT I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)

DATA REVIEWED & ANALYZED:

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

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

Formative Assessments Practice Content/ESL Staffing and Professional Development Individualized Education Programs (IEP)Summative Assessments ELL Program Policies and Procedures Special Education Procedures - Whole SchoolN/A AMAOs/ELPA Analysis Approaches to Testing AccommodationsNA 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.From 2012-2014, the median growth percentile (MGP) in 8th grade reading had an average 12 point increase over the district’s MGP. The percentage of students moving from 6th to 8th grade from 2012-2014, who exceed on the reading CRT increased from 9% to 14%. This data shows that Sedway has established a positive trend. The MGP for students moving from 6th to 8th grade on the math CRT increased 11 percentiles (from 35 to 46) then 12 percentiles (46 to 58) for a total of 23 percentiles from 2012-2014. The district only increased 5 percentiles (from 48 to 53). This data shows that Sedway is increasing students' math achievement over the three years attending middle school.

From 2013 to 2014 the percent of African American students, grades 6-8, who achieved proficiency on the reading CRT decreased from 34% to 32%. The MGP also remained stagnant at 51. This data shows that Sedway needs to focus on our African American subgroup to ensure regression does not continue. From 2012 to 2014 the percent of proficient students with IEPs on the reading CRT remained under 4%. From 2013-2014, while the MGP for IEP students increased from 30 to 36 on the math CRT, we are still under performing compared to the district’s MGP from 43 to 42. From 2013 to 2014, the percent proficient of 6th-8th graders remained stagnant at 25% on the math CRT. Sedway is not successfully moving students into proficiency on the math state assessment.Sedway will continue to use SRI and SMI data to monitor progress of our students toward proficiency disaggregating the data for grade levels and demographic subgroups. The average growth from September 2013 to March 2016 on the SMI was 72 Quantiles (tracking students moving from 6th through 8th grade); the national average expected growth is 62 Quantiles over the three grade levels. We are accelerating the learning of our students over the three years, but we need to increase it more in order to close the achievement gaps. The average growth from September 2013 to March 2016 on the SRI was 219 Lexiles (tracking students moving from 6th through 8th grade).Our baseline data based on the 2014-15 WIDA assessment shows that of 340 students designated as being eligible for receiving ELL support, 7% are Level 1-2 Entering and Emerging, 43% are Level 3 Developing, 34% are Level 4 Expanding, 15% are Level 5 Bridging, and 1% are Level 6 Reaching.Our baseline 2015-2016 Math SBAC data shows 13% of 6th grade students are proficient, 12% of 7th grade students, and 3% of 8th grade students (we are waiting on EOC data for our Algebra 1 8th graders).Our baseline 2015-2016 ELA SBAC data shows 23% of 6th grade students are proficient, 28% of 7th grade students, and 33%of 8th grade students.



HOPE 2 Intervention

Focus of Intervention:We will make an attempt to decrease the number of expulsions submitted to ESD, and when possible only refer students for expulsions for (The big 4). The Star-On program will decrease the amount of out of school suspensions and recommendations to behavior school. The PBIS funds will assist with school-wide positive behavior strategies. Through these strategies, Sedway will reduce the over representation on suspension. It will also allow us to more clearly define soft suspensions, allow us to intervene and remediate inappropriate behaviors, and monitor student improved behaviors. Additionally, It will also allow us to be more creative and flexible when applying progressive discipline. Our plan will provide the ability to monitor positive behavior interactions of students transitioning back into the regular classroom setting.

Monitoring Plan:Data will be collected and monitored on students placed in the program. Individual data will be maintained on each student who is placed in the program to determine the level of effectiveness. In addition, students will be monitored when they exit the program and return to their regularly scheduled classes. Various Star-On data collection forms have been created for use.

Evaluation Plan:Data will be monitored by frequency of placement, the quantity of student growth academically, and recidivism rates. If recidivism declines, the program is working. We would also monitor the over representation of specific subgroups. The academic data of students involved would also be tracked, because we believe one is the cause of the other. Our African American students make up 26% of Sedway's population but account for 60% of the discipline referrals. 77% of our students in our Mentoring Class are African American.



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:Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in reading.

Root Causes:Low proficiency and exceeding standards rates and cross-curricular classroom observations show lessons are not being delivered in a way in which teachers provide students with high quality literacy instruction and adequate practice using high yield literacy strategies that are aligned to the Nevada Academic Content Standards.

Measurable Objective 1:Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 37.2 to 31.4 by 2017 as measured by state assessments.

Measurable Objective 2:Increase the percent of Grades 6-8 students Exceeding in ELA from 3% to 9% by 2017 as measured by the State Assessment (SBAC).

Measurable Objective 3:Increase the percent of Grades 6-8 students Proficient in ELA from 28.5% to 38.5% by 2017 as measured by the State Assessment (SBAC).

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:



Teachers will participate in professional development in order to align their instructional plans to match the rigor of the "unwrapped" NVACS, so the number of students proficient/exceeds standards increases. Topics to include Technology, myPerspectives, and Pedagogically Sound Instructional Strategies.

PD on facilitating planning meetings, unwrapping NVACS, myPerspectives ELA curricular strategies, comprehension strategies, Data Analysis, Holistic Scoring, AVID strategies, increasing student discourse to make meaning of content, and increasing explicit connections made during lessons.

Agendas, evaluations, lesson plans in Curriculum Engine, observation notes/data, the Weekly Quiz Protocol, and SRI progress monitoring data (disaggregated by subgroup).

Quarterly from mid-August through May: PD/STPT Agendas, Evaluations-- Administration, Strategists, Instructional Leadership Team Weekly from end-August through June: Lesson Plans and Observation Data- Administration Quarterly: Weekly Quiz Protocol, SRI summary data-- Administration and Strategist

N/A

Comments:NVACS - Nevada Academic Content Standards SRI - Scholastic Reading Inventory PD - Professional Development STPT - Structured Teacher Planning Time AVID - Advancement Via Individual Determination

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

Responsible

Monitoring

Status

1.2 Family Engagement (Required)Continuation From Last

Year: YesNCCAT-S Indicators:

At content specific family nights Sedway increase families' awareness to high quality reading/literacy instruction. At Parent Advisory Committee meetings Sedway provides families with ELA achievement data and heightens families awareness to the NVACS. During Parent Walkthroughs, parents will get to see high quality instruction in a variety of classes and during Parent Universities, parents will learn content side-by-side with their child.

Gear-Up will provide funding for Family Nights and PAC meeting refreshments. Title I will provide funding for staff, materials, and refreshments for Family Nights ($4,780.40); in previous years, Title 1 funded the purchase of the translation devices (head-sets).

Agendas, Sign-Ins, and Evaluations

Quarterly from September through May: Agendas and Evaluations-- Administration

N/A

Comments:

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


Teachers will participate in teacher-led classroom walkthroughs and observations to observe how Sedway teachers deliver pedagogically sound instruction that is aligned to the NVACS in ways that allow students to perform at or above grade level.

PD on observing instruction and using the walkthrough protocol, how to constructively critique instruction Substitutes to allow teachers to participate in the walkthroughs, observations, and debriefs Title I funds the PD, securing subs, and debriefs

Agendas, evaluations, and teacher-led classroom walkthrough data

Monthly from end of September through March: Classroom Walkthrough Data-- Learning Strategist Quarterly: Agendas, evaluations-- Learning Strategist

N/A

Comments:

1.4 Other (Optional)Continuation From Last




Teachers will constructively critique teacher-led classroom walkthroughs and observation data to discern to what degree Sedway teachers deliver pedagogically sound instruction that is aligned to the NVACS in ways that allow students to perform at or above grade level.

Title I will provide funding for licensed staff to attend Teacher Corp Debrief Meetings after monthly walkthroughs. Title 1 will provide funding for securing subs for licensed staff to debrief with each other after a Peer Observation.



N/A

Comments:




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

Priority Need/Goal 2:Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in math.

Root Causes:Low proficiency and exceeding standards rates and cross-curricular classroom observations show lessons are not being delivered in a way in which teachers use models and make explicit connections to help students conceptually understand mathematical concepts that are aligned to the Nevada Academic Content Standards.

Measurable Objective 1:Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 48.6 to 42 by 2017 as measured by state assessments.

Measurable Objective 2:Increase the percent of Grades 6-8 students Exceeding in Math from 2% to 4% by 2017 as measured by the State Assessment (SBAC).

Measurable Objective 3:Increase the percent of Grades 6-8 students Proficient in Math from 9% to 20% by 2017 as measured by the State Assessment (SBAC).

Monitoring Status

N/A



Resources and Amount Needed

for Implementation(people, time, materials, funding

sources)

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

action step is in progress or has occurred.

List Timeline, Benchmarks, and Position

Responsible

Monitoring

Status

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



Teachers will participate in professional development in order to align their instructional plans to match the rigor of the "unwrapped" NVACS, so the number of students proficient/exceeds standards increases. Topics to include Technology, AVID strategies, and Pedagogically Sound Instructional Strategies.

PD on facilitating planning meetings, unwrapping NVACS, Data Analysis, increasing student discourse to make meaning of content, and increasing explicit connections made during lessons.

Agendas, evaluations, lesson plans in Curriculum Engine, observation notes/data, the Weekly Quiz Protocol, and SMI progress monitoring data (data being disaggregated by subgroup).

Quarterly from mid-August through May: PD/STPT Agendas, Evaluations-- Administration, Strategists, Instructional Leadership Team Weekly from end-August through June: Lesson Plans and Observation Data-Administration Quarterly: Weekly Quiz Protocol, SMI summary data--Administration and Strategist

N/A

Comments:

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

Responsible

Monitoring

Status

2.2 Family Engagement (Required)Continuation From Last


At content specific family nights Sedway increase families' awareness to high quality math instruction. At Parent Advisory Committee meetings Sedway provide families with Math achievement data and heightens families awareness to the NVACS. During Parent Walkthroughs, parents will get to see high quality instruction in a variety of classes and during Parent Universities, parents will learn content side-by-side with their child.

Gear-Up will provide funding for Family Nights and PAC meeting refreshments. Title I will provide funding for staff, materials, and refreshments for Family Nights ($4,780.40); in previous years, Title 1 funded the purchase of the translation devices (head-sets).

Agendas, Sign-Ins, and Evaluations

Quarterly from September through May: Agendas and Evaluations-- Administration

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required)Continuation From

Last Year: YesNCCAT-S Indicators:

Teachers will participate in teacher-led classroom walkthroughs and observations to observe how Sedway teachers deliver pedagogically sound instruction that is aligned to the NVACS in ways that allow proficient students to perform at or above grade level.

PD on observing instruction and using the walkthrough protocol, how to constructively critique instruction Substitutes to allow teachers to participate in the walkthroughs, observations, and debriefs Title I funds the PD, securing subs, and debriefs



N/A

Comments:

2.4 Other (Optional)Continuation From Last




Teachers will constructively critique teacher-led classroom walkthroughs and observation data to discern to what degree Sedway teachers deliver pedagogically sound instruction that is aligned to the NVACS in ways that allow students to perform at or above grade level.

Title I will provide funding for licensed staff to attend Teacher Corp Debrief Meetings after monthly walkthroughs. Title 1 will provide funding for securing subs for licensed staff to debrief with each other after a Peer Observation.



N/A

Comments:




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

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

Root Causes:There is a need for training in the area of cultural competency as evidenced by district student achievement gap data.

Measurable Objective 1:100% of staff will participate in 17 mandatory ELL professional development sessions during the 2016-2017 school year as measured by sign-in sheets.

Monitoring Status

N/A



Resources and Amount Needed for

Implementation(people, time, materials, funding sources)

List Artifacts/Evidence of

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

List Timeline,

Benchmarks, and

Position Responsible

Monitoring

Status

3.1 Professional Development (Required)Continuation From Last


Sedway staff will participate in 9 modules created by the District's ELLP Department. 8 debriefs will take place with departments following time for teachers to practice what was learned in the modules. These sessions will help teachers reflect on communication and relationship building to facilitate educational experiences responsive to our students.

Sedway is participating in the ELL Cohort A as a part of the CCSD Master ELL Plan. The modules, materials, and support are being provided by that department. A site team was created to plan and facilitate the modules and debriefs.

Agendas and sign-in sheets from Modules and Debriefs

Quarterly from September through May: Agendas and Sign-ins- Administration and ELL Site Team

N/A

Comments:



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

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

Comments:

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

Comments:

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

Title 1 $478,040.00 5 teacher staffing positions, 1 Family Aide, PD, Collab Extra Duty, STPT, Family Nights, Parent Walkthroughs, Parent Universities Goals 1, 2 and 3

Gear Up Estimate Unavailable Tutors in the classrooms, student academic incentives, family engagement Goals 1 and 2

Strategic Budget $4,922,175.46

Licensed Staff: 79%

Administration Staff: 10.5%

Support Staff: 8.5%Supply & Services: 2%

Goals 1, 2 and 3



COMPONENT IV: REQUIRED ELEMENTS FOR TITLE I SCHOOLS:

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

1. Describe the school's strategies to attract effective, highly-qualified teachers to your school.There are several programs/strategies used to attract and retain high quality highly qualified teachers to Sedway. Sedway utilizes a small learning community/House academies concept. Title I funds additionally allow the school to offer exceptional professional development and collaboration opportunities to teachers.

2. Describe the school's strategies to increase family engagement in accordance with Section 1118 of NCLB (see resource link), such as family literacy services and the provision to parents on how the school will share academic information in a language they understand.One teacher/family aides position continue to act as a liaison to parents. Four family nights have been scheduled to share valuable information regarding the school staff and resources, testing and proficiency levels and the curriculum. Multiple Parent Advisory Committee (PAC) meetings are scheduled to open communication pathways between the school and parents. Translation devices/headsets are used to increase engagement of our Spanish speaking families. Sedway created a Twitter and Facebook account to share and celebrate learning and activities with our families. We are increasing our community partners by inviting our State Treasurer's Office, Local Law Enforcement, and Boys Town to facilitate sessions on pre-paid college tuition, online dangers, and parenting skills on our Family Nights. We are increasing how often we invite our parents to see what is happening instructional in our classes with Parent Walkthroughs. Six Parent Universities will be scheduled on Saturdays throughout the year for parents to learn the content side-by-side with their child.

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.).Our feeder schools are invited to bring their 5th graders to Sedway for a campus tour, pre-registration, and an overview of expectations. Articulation occurs between our ELA/Math teachers and our feeder schools (high schools). The school makes visits to each feeder school (elementary) to share the middle school experience and expectations. Our feeder high schools visit our campus to do preregistration and perform school assemblies show-casing the opportunities at that high school.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Teacher leadership and decision opportunities are provided as participants through committees such as the Instructional Leadership Committee (includes both PD planning and SPP). Additionally structured teaching planning time is provided each month utilizing Title I funds to allow teachers to create and analyze data from common assessments. Online discussion forums and evaluations are utilized to solicit teacher feedback on the instructional platform and overall direction of the school.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsFederal, state and District (CCSD) and Performance Zone 4 services are coordinated and integrated into our school improvement efforts. The state, District and Performance Zone 4 monitors and provides support and training in order to ensure that our goals and action steps are implemented, supported and effective. We use funding from Title I and Gear-Up to train our teachers and parents in effective ways to increase student achievement and academic incentives.



APPENDIX A - Professional Development Plan

1.1Teachers will participate in professional development in order to align their instructional plans to match the rigor of the "unwrapped" NVACS, so the number of students proficient/exceeds standards increases. Topics to include Technology, myPerspectives, and Pedagogically Sound Instructional Strategies.

Goal 1 Additional PD Action Step (Optional)

2.1Teachers will participate in professional development in order to align their instructional plans to match the rigor of the "unwrapped" NVACS, so the number of students proficient/exceeds standards increases. Topics to include Technology, AVID strategies, and Pedagogically Sound Instructional Strategies.


3.1Sedway staff will participate in 9 modules created by the District's ELLP Department. 8 debriefs will take place with departments following time for teachers to practice what was learned in the modules. These sessions will help teachers reflect on communication and relationship building to facilitate educational experiences responsive to our students.




APPENDIX B - Family Engagement Plan

1.2At content specific family nights Sedway increase families' awareness to high quality reading/literacy instruction. At Parent Advisory Committee meetings Sedway provides families with ELA achievement data and heightens families awareness to the NVACS. During Parent Walkthroughs, parents will get to see high quality instruction in a variety of classes and during Parent Universities, parents will learn content side-by-side with their child.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2At content specific family nights Sedway increase families' awareness to high quality math instruction. At Parent Advisory Committee meetings Sedway provide families with Math achievement data and heightens families awareness to the NVACS. During Parent Walkthroughs, parents will get to see high quality instruction in a variety of classes and during Parent Universities, parents will learn content side-by-side with their child.


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in reading.

Measurable Objective(s):

Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 37.2 to 31.4 by 2017 as measured by state assessments.Increase the percent of Grades 6-8 students Exceeding in ELA from 3% to 9% by 2017 as measured by the State Assessment (SBAC).Increase the percent of Grades 6-8 students Proficient in ELA from 28.5% to 38.5% by 2017 as measured by the State Assessment (SBAC).

StatusN/A

Comments:

1.1 Professional Development: NVACS - Nevada Academic Content Standards SRI - Scholastic Reading Inventory PD - Professional Development STPT - Structured Teacher Planning Time AVID - Advancement Via Individual Determination1.2 Family Engagement:1.3 Curriculum/Instruction/Assessment:1.4 Other:

Mid-Year End-of-Year

1.1Teachers will participate in professional development in order to align their instructional plans to match the rigor of the "unwrapped" NVACS, so the number of students proficient/exceeds standards increases. Topics to include Technology, myPerspectives, and Pedagogically Sound Instructional Strategies.

Progress

Barriers

Next Steps

1.2

At content specific family nights Sedway increase families' awareness to high quality reading/literacy instruction. At Parent Advisory Committee meetings Sedway provides families with ELA achievement data and heightens families awareness to the NVACS. During Parent Walkthroughs, parents will get to see high quality instruction in a variety of classes and during Parent Universities, parents will learn content side-by-side with their child.



Progress

BarriersNext Steps

1.3 Teachers will participate in teacher-led classroom walkthroughs and observations to observe how Sedway teachers deliver pedagogically sound instruction that is aligned to the NVACS in ways that allow students to perform at or above grade level.

Progress

Barriers

Next Steps

1.4 Teachers will constructively critique teacher-led classroom walkthroughs and observation data to discern to what degree Sedway teachers deliver pedagogically sound instruction that is aligned to the NVACS in ways that allow students to perform at or above grade level.

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in math.


Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 48.6 to 42 by 2017 as measured by state assessments.Increase the percent of Grades 6-8 students Exceeding in Math from 2% to 4% by 2017 as measured by the State Assessment (SBAC).Increase the percent of Grades 6-8 students Proficient in Math from 9% to 20% by 2017 as measured by the State Assessment (SBAC).

StatusN/A

Comments:

2.1 Professional Development:2.2 Family Engagement:2.3 Curriculum/Instruction/Assessment:2.4 Other:


2.1Teachers will participate in professional development in order to align their instructional plans to match the rigor of the "unwrapped" NVACS, so the number of students proficient/exceeds standards increases. Topics to include Technology, AVID strategies, and Pedagogically Sound Instructional Strategies.

Progress

Barriers

Next Steps

2.2

At content specific family nights Sedway increase families' awareness to high quality math instruction. At Parent Advisory Committee meetings Sedway provide families with Math achievement data and heightens families awareness to the NVACS. During Parent Walkthroughs, parents will get to see high quality instruction in a variety of classes and during Parent Universities, parents will learn content side-by-side with their child.



Progress

BarriersNext Steps

2.3 Teachers will participate in teacher-led classroom walkthroughs and observations to observe how Sedway teachers deliver pedagogically sound instruction that is aligned to the NVACS in ways that allow proficient students to perform at or above grade level.

Progress

Barriers

Next Steps

2.4 Teachers will constructively critique teacher-led classroom walkthroughs and observation data to discern to what degree Sedway teachers deliver pedagogically sound instruction that is aligned to the NVACS in ways that allow students to perform at or above grade level.

Progress

Barriers

Next Steps




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


100% of staff will participate in 17 mandatory ELL professional development sessions during the 2016-2017 school year as measured by sign-in sheets.

StatusN/A

Comments:

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


3.1Sedway staff will participate in 9 modules created by the District's ELLP Department. 8 debriefs will take place with departments following time for teachers to practice what was learned in the modules. These sessions will help teachers reflect on communication and relationship building to facilitate educational experiences responsive to our students.

Progress

Barriers

Next Steps

3.2

Progress



Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps



school performance plan...crt remained under 4%. from 2013-2014, while the mgp for iep students...

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