School Performance Plan - Clark County School District · School Performance Plan ... practices in...

School Performance Plan

School NameAntonello, Lee ES

Address (City, State, Zip Code, Telephone):1101 W Tropical Pkwy

N Las Vegas, NV 89031-1450, (702) 799-8380

Superintendent/Assistant Chief: Pat Skorkowsky / Kim Mangino

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Elementary

Classification: 3 Star

NCCAT-S: 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 PositionLinda Brown Parent Domenic Russo PrincipalMichele Cobb AP Stacey Crow KStacy DeVoid 1 Jennifer Leggett 3Dara Talton 4 Lammel Szeitz Art

Deb Faltinosky Counselor Doug Shain 5Leeann Nix 2 Jack Ayers Sp. Ed.

Nevada Department of Education Antonello, Lee ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/15/2016 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

Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)Statewide Assessments Achievement Gap Data Achievement Gap DataNA NA NANA NA NANA NA NAOther: AIMSWeb Other: ST Math Other: WIDAOther: STAR Other: SBAC Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.



The data listed below allowed us to determine that utilizing best practices in Kagan Structures and Thinking Maps school wide will allow for consistency throughout the grade levels vertically aligning our language and strategies providing opportunity for increased discourse and instructional focus on academic language for students. We will utilize computer programs ST Math, Front Row, Accelerated Reader, Lexia, SBAC Interims, and Imagine Learning to allow for differentiated instruction, progress monitoring, and goal setting with students while we use the Aimsweb program to progress monitor and benchmark.Goal 1AIMSweb:In Fall 2016, 31% of Kinder met the Fall Benchmark in Letter Sound Frequency. In Fall 2016, 46% of 1st grade, 55% of 2nd grade, 49% of 3rd grade, 48% of 4th grade, and 47% of 5th grade students met the Fall Benchmark in RCBM.STAR:In Fall 2016, based on the STAR assessment, students in grades 3-5 scored an average of 37% at or above grade equivalent.WIDA:Grade 3 has 22 identified students with 4 students having below a 3 overall score.Goal 2Reading: see Goal 1 data listed aboveMathST Math: At the end of the 15-16 school year in Grades 3-5, 38% of our students completed 75% of the ST Math curriculum, at the end of the 16-17 school year.Grades 3-5, 65% of our students will have 75% of the curriculum completed.AIMSweb: In Fall 2016, 35% of students in Kindergarten met the Fall Benchmark in Number Identification. In Fall 2016, 58% of 1st grade, 27% of 2nd grade, 14% of 3rd grade, 20% of 4th grade, and 54% of 5th grade students met the Fall Benchmark in M-Comp.SBAC: Grade 3 ELA 52% of students scored Level 1 or 2, 48% of students scored Level 3 or 4. Math 50% of students scored Level 1 or 2, 50% of students scored Level 1 or 2Grade 4 ELA 49% of students scored Level 1 or 2, 51% of students scored Level 3 or 4. Math 63% of students scored Level 1 or 2, 37% of students scored Level 1 or 2Grade 5 ELA 53% of students scored Level 1 or 2, 47% of students scored Level 3 or 4. Math 68% of students scored Level 1 or 2, 29% of students scored Level 1 or 2

Please reference the action steps within our plan to help increase our student achievement at Antonello Elementary School.



COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 1

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

Priority Need/Goal 1:Increase Grade 3 proficiency rates in reading.

Root Causes:Inconsistent implementation of standard-based curriculum materials with an emphasis on vertical alignment.

Measurable Objective 1:Increase the percent of 3rd grade ELL students proficient in reading from 21% to 55% by 2017 as measured by the state assessment (SBAC).

Measurable Objective 2:Increase the percent of kindergarten students meeting benchmark from 31% to 70% as measured by the Fall and Spring AIMSweb Letter Sound Fluency.

Measurable Objective 3:Increase the percent of students proficient in grades K, 1, and 2 from 15% to 75% (at or above benchmark) as measured by the LEXIA assessment.

Monitoring Status

N/A

ACTION PLAN MONITORING PLAN

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

Resources and Amount Needed for

Implementation(people, time, materials, funding sources)

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

action step is in progress or has occurred.

List Timeline,

Benchmarks, and

Position Responsible

Monitoring

Status

1.1 Professional Development (Required) Continuation From Last Year: No NCCAT-S Indicators:



Teachers will receive coaching and direct instruction on effective instructional practices utilizing 1) Vertical Alignment PLC 2) Student Goal Setting 3) Refresh Kagan Strategies, Phonics strategies 4) Read By Three Professional Development including RTI 5) Academic language instruction 6) Whole group instruction based on SBAC Interim Assessment Blocks 7) Utilize engagement strategies and supplemental materials to differentiate instruction.

Read By Three funding to support this step: Prep Buy-Out for three teachers ($19,440) Collaboration funds for three teachers ($5,280) DRA Kits ($10,650) Substitutes for PD sessions during the day for teachers ($7,290) Title I funding: Software Instruction: ST Math, AR, Front Row (Reading/Math) ($15,898) Google EDU Management Console for Chromebooks ($980) Chromebooks, headphones, toner ($6,878.58) Instructional Materials: Paper ($352)

- Pre-survey data from teachers. - Observation data will be used to determine if coaching and staff development are bringing about changes in instructional practice. - Lesson plans - Professional development agendas - student achievement data

Lesson Plan Check - Weekly and Observations - Monthly by Administration PD Agendas - Monthly, September - December Administration/ K-3 Teachers

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: NoNCCAT-S Indicators:

1) Read by Three Meetings to inform parents on the steps we are taking. 2) University of Family Classes, for example Attendance Matters, Language and Development, and others based on Parent surveys. 3) Three family nights, ex Literacy Night in December 4) Use of Facebook, website, and newsletters to communicate with families

Family Nights - November and January, Parent Workshops - bi-monthly, Weekly update calls, Nightly homework assignments, website classroom instruction supports and homework, monthly newsletter Title I funding to support this action step: Support Staff Extra Duty for translation services ($508) Family Engagement: Refreshments/Instructional Materials ($1,247)

- Parent contact logs - Family night agendas

Family Night Agendas - November and January, Parent Contact Logs - monthly collected by Administration

N/A

Comments:

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

NoNCCAT-S Indicators:

Teachers will implement effective instructional practices utilizing the following: 1) Strategies from Vertical Alignment PLC 2) Student Goal Setting 3) Kagan Strategies, Phonics strategies 4) Read By Three Professional Development including RTI 5) Academic language instruction 6) Whole group instruction based on SBAC Interim Assessment Blocks 7) Utilize engagement strategies and supplemental materials to differentiate instruction.

Title I Funds to support this action step: Class Size Reduction Teacher ($75,000) 2 Certified Temporary Tutor for student intervention (CTTs) ($14,916) Extra Support Staff Hours ($10,206) Software Instruction: ST Math, AR, Front Row (Reading/Math) ($15,898) Google EDU Management Console for Chromebooks ($980) Chromebooks, headphones, toner ($6,878.58) Instructional Materials: Paper ($352) Read by Three funding: Prep Buy-Out for three teachers ($19,440) Collaboration funds for three teachers ($5,280) DRA Kits ($10,650) Substitutes for PD sessions during the day for teachers ($7,290)

- Student growth will be closely monitored during weekly PLC meetings, - formative and summative data will be utilized to determine appropriate instruction for each student. - Lesson plans and observation data also collected.

AIMSweb and classroom formative assessment monitored during PLCs - weekly by Teachers Lesson Plan Check - Weekly and Observations - Monthly by Administration

N/A

Comments:



1.4 Other (Optional)Continuation From

Last Year: NoNCCAT-S Indicators:

1) Certified Temporary Tutors will work with students "Approaching" standards. 2) Three Read By Three teachers will be supporting the Read By Three initiatives from prep buyout, collaboration, and

Title I Funds to support this action step: 2 Certified Temporary Tutor for student intervention (CTTs) ($14,916) Extra Support Staff Hours for student intervention ($10,206) Software Instruction: ST Math, AR, Front Row (Reading/Math) ($15,898) Google EDU Management Console for Chromebooks ($980) Chromebooks, headphones, toner ($6,878.58) Instructional Materials: Paper ($352) Read by Three funding: Prep Buy-Out for three teachers ($19,440) Collaboration funds for three teachers ($5,280) DRA Kits ($10,650) Substitutes for PD sessions during the day for teachers ($7,290)

RTI meeting notes, student AIMSweb data analysis, teacher data

Administrators will ensure this action step is implemented: RTI meeting notes (weekly), student AIMSweb data analysis (monthly), teacher data - (weekly) collected by the RTI team three times per year.

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 both reading and math.

Root Causes:Inconsistent implementation of standard-based curriculum materials with an emphasis on vertical alignment.

Measurable Objective 1:Increase the ELA proficiency levels of ELL students in grades 3-5 from 21% to 55% to reduce the ELA proficiency gap between the performance of ELL students compared to non ELL students by 2017 as measured by the state assessment (SBAC).

Measurable Objective 2:Increase the math proficiency levels of ELL students in grades 3-5 from 16% to 45% to reduce the ELA proficiency gap between the performance of ELL students compared to non ELL students by 2017 as measured by the state assessment (SBAC).

Measurable Objective 3:Grades 3-5 will increase the number of students complete with the ST Math curriculum from 38% of our students in 15-16 having a minimum of 75% of the curriculum completed to 65% in 16-17.

Measurable Objective 4:Increase the percent grade equivalency based on the STAR assessment with students in grades 3-5 from an average of 37% (at or above grade equivalent) to 65%.

Monitoring Status

N/A


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



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: No NCCAT-S Indicators:



All initiatives in Goal 1 will be implemented to address literacy expectations and objectives. The following steps address our Math goals. 1) Number talks 2) Training in ST Math usage 3) Whole group instruction based on SBAC Interim Assessment Blocks to include performance task and multi-step mathematical problems.

1) Coach 2) expert staff 3) Amplify (General Funds $16,000) 4) Great Habits-Great Readers Exemplars, printers and Instructional materials (Title I funds, school generated funds, CCSD instructional budget) - Aug/Sept 2014 Professional development in effective instructional practices (Title I Funds for substitutes) Monthly Sept-Dec

- Observation data will be used to determine if coaching and staff development are bringing about changes in instructional practice. - Lesson plans - Professional development agendas

Lesson Plan Check - Weekly and Observations - Monthly by Administration PD Agendas - Monthly, September - December Administration /Instructional Coach / K-3 Teachers

N/A

Comments:

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

Responsible

Monitoring

Status

2.2 Family Engagement (Required)Continuation From Last

Year: NoNCCAT-S Indicators:

1) STEAM Night in February

Family Nights - November and January, Parent Workshops - bi-monthly, Weekly update calls, Nightly homework assignments, website classroom instruction supports and homework, monthly newsletter Title I funding to support this action step: Support Staff Extra Duty for translation services ($508) Family Engagement: Refreshments/Instructional Materials ($1,247)

- Parent contact logs - Family night agendas

Family Night Agendas - November and January, Parent Contact Logs - monthly collected by Administration

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: No NCCAT-S Indicators: All initiatives in Goal 1 will be implemented to address literacy expectations and objectives. The following steps address our Math goals: 1) Number talks 2) Training in ST Math usage 3) Whole group instruction based on SBAC Interim Assessment Blocks to include performance task and multi-step mathematical problems.

Title I Funds to support this action step: Class Size Reduction Teacher ($75,000) 2 Certified Temporary Tutor for student intervention (CTTs) ($14,916) Extra Support Staff Hours ($10,206) Software Instruction: ST Math, AR, Front Row (Reading/Math) ($15,898) Google EDU Management Console for Chromebooks ($980) Chromebooks, headphones, toner ($6,878.58) Instructional Materials: Paper ($352)

- Student growth will be closely monitored during weekly PLC meetings, - formative and summative data will be utilized to determine appropriate instruction for each student. - Lesson plans and observation data also collected.

AIMSweb and classroom formative assessment monitored during PLCs - weekly by Teachers Lesson Plan Check - Weekly and Observations - Monthly by Administration

N/A

Comments:

2.4 Other (Optional)Continuation From Last

Year: NoNCCAT-S Indicators:



Certified Temporary Tutors will work with students "Approaching" standards.

Title I Funds to support this action step: 2 Certified Temporary Tutor for student intervention (CTTs) ($14,916) Extra Support Staff Hours for student intervention ($10,206) Software Instruction: ST Math, AR, Front Row (Reading/Math) ($15,898) Google EDU Management Console for Chromebooks ($980) Chromebooks, headphones, toner ($6,878.58) Instructional Materials: Paper ($352)

- RTI meeting notes, - student AIMSweb data analysis, - teacher data

RTI meeting notes, student AIMSweb data analysis, teacher data - weekly collected by RTI team

N/A

Comments:




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

Priority Need/Goal 3:Increase staff members’ knowledge and skills related to cultural competency that are needed to meet the instructional needs of diverse learners.

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:By June 2017, 100% of teachers will participate in mandatory cultural competency training as provided by administration and designated staff.

Monitoring Status

N/A


Action Step(please only list one action step

per box)



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: No NCCAT-S Indicators: Teachers will participate in District mandated cultural competency training.

Professional development by Equity and Diversity personnel and designated staff members.

Agendas and sign in sheets Administrators will ensure this action step takes place during the 2016-2017 school year.

N/A

Comments:

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

3.2 Family Engagement (Optional) Continuation From Last Year: 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 I $124,740

Class Size Reduction Teacher ($75,000)

2 Certified Temporary Tutor for student intervention (CTTs) ($14,916)

Extra Support Staff Hours ($10,206)

Support Staff Extra Duty for translation services ($508)

Software Instruction: ST Math, AR, Front Row (Reading/Math) ($15,898)

Google EDU Management Console for Chromebooks ($980)

Chromebooks, headphones, toner ($6,878.58)

Instructional Materials: Paper ($352)Family Engagement: Refreshments/Instructional Materials ($1,247)

Goals 1, 2 and 3

Read By Three funding $42,660

Prep Buy-Out for three teachers ($19,440)

Collaboration funds for three teachers ($5,280)

DRA Kits ($10,650)Substitutes for PD sessions during the day for teachers ($7,290)

Goal 1



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.To attract and retain HQ teachers, we provide teachers with adequate materials and resources along with state of the art technology; a voice in hiring through panel interviews & in curricular decisions; a collegial support system including mentors for new teachers and time to observe best practice strategies; common planning time to facilitate collaboration; frequent feedback on lessons, units, & classroom management, & PD that is tailored to meet the needs of the students they are teaching.

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.Communication is provided in English & Spanish, via newsletters when possible, handbooks, website, formal & informal meetings (Title I Parent, etc.) regarding what parents can expect from the school—its programs, curriculum, activities, achievement, & policies; Bi-weekly reports are provided regarding how the child is progressing academically & behaviorally; parent trainings, workshops, & family nights are provided in order to assist parents help their child 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 maintain contact with families of preschoolers via phone or face-to-face & contact with preK to develop a relationship prior to school entry; Scheduled visits to the kindergarten in the spring; provide home-learning activities for the summer months & information to parents on kindergarten registration guidelines & offer early registration. Counselor provides lessons on transitions & magnet school.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.We use a PLC model of shared decision making. Grade levels set norms & meeting protocols, establish a weekly agenda & meet to address student achievement by analyzing common formative assessments & student work. The teams establish goals & Indicators for each core subject. Teachers establish goals tailored to meet the specific needs of each student.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsAll funds provided to the school were used in creating the SPP. Title I funds provided instructional supplies, extra hours for aides, technology & software, release time for coaching & professional development, & family engagement materials & supplies. PASS plan funds provide Certified Temporary Tutors for reaching struggling students through interventions and the RTI process.



APPENDIX A - Professional Development Plan

1.1Teachers will receive coaching and direct instruction on effective instructional practices utilizing 1) Vertical Alignment PLC 2) Student Goal Setting 3) Refresh Kagan Strategies, Phonics strategies 4) Read By Three Professional Development including RTI 5) Academic language instruction 6) Whole group instruction based on SBAC Interim Assessment Blocks 7) Utilize engagement strategies and supplemental materials to differentiate instruction.

Goal 1 Additional PD Action Step (Optional)

2.1All initiatives in Goal 1 will be implemented to address literacy expectations and objectives. The following steps address our Math goals. 1) Number talks 2) Training in ST Math usage 3) Whole group instruction based on SBAC Interim Assessment Blocks to include performance task and multi-step mathematical problems.


3.1Teachers will participate in District mandated cultural competency training.




APPENDIX B - Family Engagement Plan

1.21) Read by Three Meetings to inform parents on the steps we are taking. 2) University of Family Classes, for example Attendance Matters, Language and Development, and others based on Parent surveys. 3) Three family nights, ex Literacy Night in December 4) Use of Facebook, website, and newsletters to communicate with families

Goal 1 Additional Family Engagement Action Step (Optional)

2.21) STEAM Night in February


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase Grade 3 proficiency rates in reading.

Measurable Objective(s):

Increase the percent of 3rd grade ELL students proficient in reading from 21% to 55% by 2017 as measured by the state assessment (SBAC).Increase the percent of kindergarten students meeting benchmark from 31% to 70% as measured by the Fall and Spring AIMSweb Letter Sound Fluency.Increase the percent of students proficient in grades K, 1, and 2 from 15% to 75% (at or above benchmark) as measured by the LEXIA 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

Teachers will receive coaching and direct instruction on effective instructional practices utilizing 1) Vertical Alignment PLC 2) Student Goal Setting 3) Refresh Kagan Strategies, Phonics strategies 4) Read By Three Professional Development including RTI 5) Academic language instruction 6) Whole group instruction based on SBAC Interim Assessment Blocks 7) Utilize engagement strategies and supplemental materials to differentiate instruction.

Progress

Barriers

Next Steps

1.21) Read by Three Meetings to inform parents on the steps we are taking. 2) University of Family Classes, for example Attendance Matters, Language and Development, and others based on Parent surveys. 3) Three family nights, ex Literacy Night in December 4) Use of Facebook, website, and newsletters to communicate with families

Progress



Barriers

Next Steps

1.3

Teachers will implement effective instructional practices utilizing the following: 1) Strategies from Vertical Alignment PLC 2) Student Goal Setting 3) Kagan Strategies, Phonics strategies 4) Read By Three Professional Development including RTI 5) Academic language instruction 6) Whole group instruction based on SBAC Interim Assessment Blocks 7) Utilize engagement strategies and supplemental materials to differentiate instruction.

Progress

Barriers

Next Steps

1.4 1) Certified Temporary Tutors will work with students "Approaching" standards. 2) Three Read By Three teachers will be supporting the Read By Three initiatives from prep buyout, collaboration, and

Progress

Barriers

Next Steps




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


Increase the ELA proficiency levels of ELL students in grades 3-5 from 21% to 55% to reduce the ELA proficiency gap between the performance of ELL students compared to non ELL students by 2017 as measured by the state assessment (SBAC).Increase the math proficiency levels of ELL students in grades 3-5 from 16% to 45% to reduce the ELA proficiency gap between the performance of ELL students compared to non ELL students by 2017 as measured by the state assessment (SBAC).Grades 3-5 will increase the number of students complete with the ST Math curriculum from 38% of our students in 15-16 having a minimum of 75% of the curriculum completed to 65% in 16-17.Increase the percent grade equivalency based on the STAR assessment with students in grades 3-5 from an average of 37% (at or above grade equivalent) to 65%.

StatusN/A

Comments:



2.1All initiatives in Goal 1 will be implemented to address literacy expectations and objectives. The following steps address our Math goals. 1) Number talks 2) Training in ST Math usage 3) Whole group instruction based on SBAC Interim Assessment Blocks to include performance task and multi-step mathematical problems.

Progress

Barriers

Next Steps



2.2 1) STEAM Night in February

Progress

Barriers

Next Steps

2.3All initiatives in Goal 1 will be implemented to address literacy expectations and objectives. The following steps address our Math goals: 1) Number talks 2) Training in ST Math usage 3) Whole group instruction based on SBAC Interim Assessment Blocks to include performance task and multi-step mathematical problems.

Progress

Barriers

Next Steps

2.4 Certified Temporary Tutors will work with students "Approaching" standards.

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:Increase staff members’ knowledge and skills related to cultural competency that are needed to meet the instructional needs of diverse learners.


By June 2017, 100% of teachers will participate in mandatory cultural competency training as provided by administration and designated staff.

StatusN/A

Comments:



3.1 Teachers will participate in District mandated cultural competency training.

Progress

Barriers

Next Steps

3.2

Progress



Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps



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