School Performance Plan...School Performance Plan School Name Long, Walter V ES Address (City,...

School Performance Plan

School NameLong, Walter V ES

Address (City, State, Zip Code, Telephone):2000 S Walnut Rd

Las Vegas, NV 89104-5007, 7027997456

Superintendent/Assistant Chief: Pat Skorkowsky / Jeff Horn

For Implementation During The Following Years: 2018-2019

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Elementary

Classification: 2 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 VisitsMembers 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 PositionRosalia Bautista-Cortes Parent Herendira Hernandez ParentAlma Quintero Barraza Parent Maria Valladolid-Bernal Parent

Tammy Bucholz Parent Katie Decker PrincipalKent Sabo Assistant Principal Theresa Corry Assistant Principal

Victoria Watkis Learning Strategist Constance Dunham Kindergarten TeacherAngelina Basile 1st Grade Teacher Christina Lewis 2nd Grade Teacher

Michelle Henning 3rd Grade Teacher Lola Moore 4th Grade Teacher

Nevada Department of Education Long, Walter V ES 2018-2019Clark County School District

Last Date Review/Revised By Planning Team - 02/23/2018 Page 1 Nevada Department of Education - June 2017

Maria Braunz 5th Grade Teacher



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 Achievement Gap Data Achievement Gap DataStakeholder Survey Information Nevada School Performance Framework (NSPF) IEP Team Membership/AttendanceNevada School Performance Framework (NSPF) Content/ESL Staffing and Professional Development Special Ed Staffing and Professional DevelopmentStatewide Assessments NA Special Ed Policies and ProceduresFiscal Resources 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.Overall proficiency in reading decreased from 31.78% (2016) to 30.92% (2017). Overall proficiency in math increased from 17.76% (2016) to 22.26% (2017).One identified measurable objective for the 2016-2017 SPP was met in reading proficiency for grade five. Fifth grade proficiency rose to 35.51% as measured by the 2016-2017 SBAC. Although the third grade measurable objective was not met, third grade proficiency rose to 28.95% as measured by the 2016-2017 SBAC.The measurable objectives for the 2015-2016 SPP were not calculated in math. In both instances, the lower performing ethnic/racial supergroup had fewer than 10 students in each group. It was, therefore, inappropriate to compare the lower groups with proficiency rates of the larger groups which ranged from 70 to 100 students.Identified measurable objectives for the 2016-2017 SPP was met in mandatory cultural competency. All administrators participated in cultural competency training. The principal was a facilitator for district-wide cultural competency training. As a result of analyzing school wide data, teachers will be provided with professional development to improve math and reading instruction. Professional development in math will focus on critical thinking, while, reading professional development will focus on improving instruction for students with low AR points.Needs identified through Victory school community input meetings have been addressed in the Victory addendum.



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 3 - 5 grade student proficiency rates in reading.

Root Causes:Follow up, monitoring and accountability of students with low AR data was not consistent. Teachers did not have systems in place to push AR points of low readers. Less reading practice results in decreased vocabulary and inability to read at grade level.

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading by 5% by 2019 as measured by state assessments.

Measurable Objective 2:Increase the percent of 4th grade students proficient in reading by 5% by 2019 as measured by state assessments.

Measurable Objective 3:Increase the percent of 5th grade students proficient in reading by 5% in 2019 as measured by state assessments.

Monitoring Status

On Task

ACTION PLAN MONITORING PLAN

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

Resources and Amount Needed for

Implementation(people, time, materials, funding sources)

List Artifacts/Evidence of

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

List Timeline,

Benchmarks, and Position

Responsible

Monitoring

Status

1.1 Professional Development (Required)Continuation From Last

Year: YesNCCAT-S Indicators:



Teachers will receive PD and follow-up coaching to fully understand the instructional shifts required by the NEPF and NVACS in reading, the Reading Explorations program, Wonders, and ReadyGen will be implemented consistently. Substitute teachers and extra-duty pay will be provided for collaboration with the staff at Walter Bracken and Hollingsworth for professional development for consistency in instruction through Professional Learning Communities. Teachers will attend the following national conferences: Magnet Schools of America and iTeach. Five Learning Strategists and a Data Strategist will provide teachers with instructional support and support with data analysis.

SCHOOL/DISTRICT RESOURCES: Out of District travel for conferences - Strategic Budget Learning Strategists - Strategic Budget TITLE I: 25 days of substitutes for collaboration and PD to consistently implement best practices from Bracken. 3 instructional assistants. 2 Learning Strategists for instructional support. VICTORY: Reading Curriculum: ReadyGen Instructional Software

PD sign-ins/evaluations, lesson plans, observations, grade books, Accelerated Reader reports and student data from Study Island, STAR, and Aimsweb.

PD sign-ins/evaluations - weekly by strategists, lesson plans/observations - monthly by administration Goals met monthly tracked by administration.

On Task

Comments:

Action StepResources and Amount

NeededList Artifacts/Evidence

Timeline and Position

Responsible

Monitoring

Status

1.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: An Instructional Assistant will serve as a Parent/Volunteer coordinator to ensure that parents have constant access to the school. Watch Dog Dads will be implemented to engage fathers. Monthly school wide literacy and STEAM nights will be conducted. Parents will have access to online homework for consistent practice. Support for parents through Boystown will be provided throughout the year. Parent volunteers will use the Parent Center to support classroom needs.

TITLE I: Instructional Assistant VICTORY: Support staff extra duty pay to assist with parent involvement activities;

Parent sign-in/evaluation, data from hours volunteered at school, completion of homework, discipline referrals.

Parent volunteer coordinator, counselor and administration will monitor on a monthly basis.

On Task

Comments:

1.3 Curriculum/Instruction/Assessment (Required)Continuation

From Last Year: NCCAT-S Indicators:

Staff will ensure that all curricula are aligned to the NVACS & delivered at the appropriate level of rigor through data analysis & collaboration. Reading Explorations will be monitored & work towards the achievement of all students. Students will set and track progress towards Accelerated Reader goals. Learning Strategists will ensure that students are engaged and instruction is consistent among all classrooms. Instructional aides will provide assistance and data monitoring in all classrooms. Two Certified Temporary Tutors (CTT) will provide Tier 2 and 3 support. Effective and Highly Effective teachers will be provided with additional pay.

TITLE I: Two Learning Strategists for instructional support. 3 Instructional Assistants to support students with learning deficits and provide consistent implementation of Tier 2 and 3 support. 2 CTT for consistent implementation of Tier 2 and 3 support. VICTORY: Instructional Software

Lesson Plans, Observations, , STAR, AR

Lesson plans/observations - quarterly by administration, STAR - benchmark 3xs per year by teachers and strategists

On Task

Comments:

1.4 Other (Optional)Continuation From

Last Year: NCCAT-S Indicators:



Long ES will offer before-school, after-school tutoring for Tier II and Tier III students in reading and math. K-2 students will receive tutoring on foundational skills to boost student achievement in reading. Kindergarten teachers will provide engaging instruction through gardens and hands on learning to improve attendance and engagement in all skills. (Victory) After school Explorations which are highly engaging instructional strategies including a Maker Space and gardens will improve attendance and academic achievement through a more enriched curriculum.(Victory) Pre-K students will have an opportunity to utilize 1-1 technology. 4th grade students will participate in an instructional field trip to Sea World. 5th grade students will participate in a field trip to Biztown to support the Junior Achievement program.

VICTORY: Licensed Extra Duty Pay Technology Supplies Kindergarten Prep Buyout Makerspace and Garden Supplies Biztown Field Trip Expenses

Progress Monitoring of Tier II/III students, RTI notes, Reading Ranger graduations

Progress Monitoring of Tier II/III students, RTI notes, STAR/AIMSweb reports - every 6 weeks by Grade Level coaches.

On Task

Comments:





Priority Need/Goal 2:Reduce the achievement gap between male and female students in math and reading.

Root Causes:Follow-up, monitoring and accountability for PD was inconsistent. Math PD focused on procedure not critical thinking. Teachers were not disaggregating data, discussing data, and using the data to drive instruction. Family nights were not as academically rich as they needed to be.

Measurable Objective 1:Reduce the math proficiency gap between male (24.18%) and female (20.12%) students. The gap will be reduced to 0%.

Measurable Objective 2:Reduce the math proficiency gap between male (24.72%) and female (37.80%) students. The gap will be reduced to 8%.

Monitoring Status

On Task



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:

YesNCCAT-S Indicators:



Teachers will fully implement Go Math as core instruction so that all students consistently learn the standards and are consistently measured for progress towards mastery. Rocket Math facts will be implemented daily. One to One technology for the apps that go with this program will be used daily.

SCHOOL/DISTRICT RESOURCES: Out of District travel for conferences - Strategic Budget Learning Strategists - Strategic Budget TITLE I: 25 days of substitutes for collaboration and PD to consistently implement best practices from Bracken. 3 instructional assistants. 2 Learning Strategists for instructional support. VICTORY: Reading Curriculum: ReadyGen Instructional Software

TITLE I: 25 days of substitutes for collaboration and PD. VICTORY: Reading and Math supplementary software.

PD sign-ins/evaluations, lesson plans, observations, data from Go Math, Rocket Math and Study Island.

On Task

Comments:


NeededList Artifacts/Evidence

Timeline and Position

Responsible

Monitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Parents will receive weekly notes on all progress being made and have access to online reports through Study Island, AR, and teacher progress notes as well as Infinite Campus reports.

SCHOOL/DISTRICT RESOURCES: Infinite Campus Parent Portal

Parent sign-in/evaluations, Study Island logins, AR home connect connections, Infinite Campus logs.

Parent sign-in/evaluation - monthly by strategist, monthly by strategists and teachers

On Task

Comments:

2.3 Curriculum/Instruction/Assessment (Required)Continuation From

Last Year: YesNCCAT-S Indicators:

Staff will ensure that all curricula are aligned to the NVACS & delivered at the appropriate level of rigor through data analysis & collaboration. Extended Kindergarten school day to target STEAM activities with inclusion of technology. (NDE T.O.A: Tier I) Learning Strategists will ensure that students are engaged and instruction is consistent among all classrooms. Instructional aides will provide assistance and data monitoring in all classrooms. A Certified Temporary Tutor (CTT) will provide Tier 2 and 3 support.

TITLE I: 2 Learning Strategists for instructional support and identification of student needs both GATE and gen ed. 3 Instructional Assistants time to support students with learning deficits and provide consistent implementation of Tier 2 and 3 support.

Lesson Plans, Observations, STAR, Study Island, Accelerated Reader

Lesson plans/observations - quarterly by administration, STAR - benchmark 3xs per year by teachers and strategists, Go Math progress. year by teachers and strategists

On Task

Comments:

2.4 Other (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: Students will receive instruction in technology to help prepare for the SBAC assessment and build 21st century skills.

Lesson plans - quarterly by administration

On Task



Comments:





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

Root Causes:School-based personnel are not trained in cultural competency & ELL strategies.

Measurable Objective 1:100% of teachers will participate in the school-based ELL professional development session during the 2018-2019 school year as measured by Canvas course participation and sign-in sheets.

Measurable Objective 2:Walter V. Long will participate in three instructional rounds guided by the ELL department.

Measurable Objective 3:100% of teachers will participate in cultural competency training as measured by online module completion and Pathlore transcripts.

Monitoring Status

On Task



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: No NCCAT-S Indicators: The school administrators and staff will participate in trainings and share information with their colleagues. Information will be shared in PLC meetings.

ELL Department. Equity and Cultural Diversity Department

PD agendas; sign- in sheets, agenda Pathlore registration, online modules,

The principal is responsible for ensuring this action step takes place during the 2018-2019 school year.

On Task

Comments:




NeededList Artifacts/Evidence Timeline and Position Responsible Monitoring Status

3.2 Family Engagement (Optional) Continuation From Last Year: No NCCAT-S Indicators: Walter V. Long ES will host University of Family Learning courses for parents.

ELL Department FACES Department

Parent sign-in sheets. The principal is responsible for ensuring this action step takes place during the 2018-2019 school year.

On Task

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: Administrators will provide discipline training at staff meetings and staff development days.

School wide discipline plan and Sanford Harmony implemented.

Infinite Campus Behavior Management Data

Administration, Instructional Coach

On Task

Comments:



COMPONENT III: Budget Plan

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

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

Source of Funds

applicable to

Priority Need/Goal

Amount Received

for this School YearPurposes for which funds are used (include targeted audience, specific activities, intended outcomes, etc.)

Applicable

Goal(s)

Strategic $4,342,895.36.33 Principal Assistant Principal (Painter) 45 Licensed Staff 9 Support Staff (Incl. Custodian) Dues and Fees General Supplies Library Books Other Professional Services Printing and Binding Technology Supplies Textbooks Field Trip Medical Supply (Genearal Supplies; Office Supplies) Admin (General Supplies; Medical Supplies) Admin (Postage) Costodial (Custodial Supplies)

Goals 1, 2 and 3

Victory $914,358.00

Assistant Principal (Nelson) 2 Learning Strategists (Watkis & Boesch) Fifth Grade CSR Teacher 4 Instructional Assistants 4 CTTs Support Staff Extra Duty Summer Academy Tutoring (Licensed Extra Duty) School Events (Licensed Extra Duty) PD/Collaboration Substitutes PD/Collaboration Extra Duty Pay Hiring Incentives Series Books Technology Supplies (iPads) Technology Supplies (Laptops and Printers) Web-based Programs Conference Registration Conference Travel Instructional Supplies Science Lab Instructional Materials New Building Learning Environment Equipment Gardening and Landscape Truancy Court Future Smiles UCF Mental/Behavioral Health

Goals 1, 2 and 3

Title I $313,600.00 2 Learning Strategists (Monarrez & Guldner) 3 Instructional Assistants Support Staff Job 2 Kindergarten Prep Buyout Parent Conference Substitutes JA BizTown Curriculum Goals 1, 2 and 3

Title III $ 22,692.00 ELL Tutoring (Licensed extra duty pay) 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.During the interview process, prospective teacher candidates are given information regarding the school's demographics, instructional expectations, adopted programs and initiatives. Candidates are asked to describe their knowledge of the particular instructional strategies and programs that are a part of our program to determine how well they will adapt to the school's learning environment. Furthermore, our weekly PLC/STPT meetings encourage a collaborative and supportive learning community.

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.Our school will improve parent involvement through a series of activities in which all students & parents can participate, such as STEAM nights and stories and snacks. Parent teacher conferences are held to give parents an opportunity to meet with them & learn more about the school's academic programs, the NVACS, and their child's progress towards mastery of the grade level standards. All communication, activities & meetings are translated into Spanish.

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.).The Pre-kindergarten teacher coordinates & integrates parent programs & activities with required parent meetings focusing on kindergarten expectations. Long ES holds Kinder Round-Up, Kinder Open House & have an open door policy to tour the school. The school counselor works with fifth grade students to prepare for transition to middle school by arranging for magnet school presentations and by arranging for students to go to the middle school for an orientation & to get acquainted with the expectations.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Grade levels meet once a trimester with administration to monitor student progress toward mastery. Grade levels meet to analyze student assessment data and to determine the instructional strategies or interventions that will be implemented to assist students who are not performing at a proficient level on assessed standards. Teachers are building capacity through developing common assessments during CASL collaboration and receiving PD on providing meaningful feedback to students on assessments.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsAll funding sources have been integrated into the SPP. Title I funds support CSR in 3-5 grades to provide a focused learning environment, technology integration, leadership seminars to develop a positive climate. Extra duty pay & substitutes are funded for collaboration, PD and data analysis & a consultant will work collaboratively on aligning content with the standards. Victory, & Title I funds support tutoring of Tier II/III students.



APPENDIX A - Professional Development Plan 1.1Teachers will receive PD and follow-up coaching to fully understand the instructional shifts required by the NEPF and NVACS in reading, the Reading Explorations program, Wonders, and ReadyGen will be implemented consistently. Substitute teachers and extra-duty pay will be provided for collaboration with the staff at Walter Bracken and Hollingsworth for professional development for consistency in instruction through Professional Learning Communities. Teachers will attend the following national conferences: Magnet Schools of America and iTeach. Five Learning Strategists and a Data Strategist will provide teachers with instructional support and support with data analysis.

Goal 1 Additional PD Action Step (Optional)

2.1Teachers will fully implement Go Math as core instruction so that all students consistently learn the standards and are consistently measured for progress towards mastery. Rocket Math facts will be implemented daily. One to One technology for the apps that go with this program will be used daily.


3.1The school administrators and staff will participate in trainings and share information with their colleagues. Information will be shared in PLC meetings.




APPENDIX B - Family Engagement Plan 1.2An Instructional Assistant will serve as a Parent/Volunteer coordinator to ensure that parents have constant access to the school. Watch Dog Dads will be implemented to engage fathers. Monthly school wide literacy and STEAM nights will be conducted. Parents will have access to online homework for consistent practice. Support for parents through Boystown will be provided throughout the year. Parent volunteers will use the Parent Center to support classroom needs.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Parents will receive weekly notes on all progress being made and have access to online reports through Study Island, AR, and teacher progress notes as well as Infinite Campus reports.


3.2Walter V. Long ES will host University of Family Learning courses for parents.




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase 3 - 5 grade student proficiency rates in reading.

Measurable Objective(s):

Increase the percent of 3rd grade students proficient in reading by 5% by 2019 as measured by state assessments.Increase the percent of 4th grade students proficient in reading by 5% by 2019 as measured by state assessments.Increase the percent of 5th grade students proficient in reading by 5% in 2019 as measured by state assessments.

StatusOn Task

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 PD and follow-up coaching to fully understand the instructional shifts required by the NEPF and NVACS in reading, the Reading Explorations program, Wonders, and ReadyGen will be implemented consistently. Substitute teachers and extra-duty pay will be provided for collaboration with the staff at Walter Bracken and Hollingsworth for professional development for consistency in instruction through Professional Learning Communities. Teachers will attend the following national conferences: Magnet Schools of America and iTeach. Five Learning Strategists and a Data Strategist will provide teachers with instructional support and support with data analysis.

On Task

Progress

Barriers

Next Steps

1.2

An Instructional Assistant will serve as a Parent/Volunteer coordinator to ensure that parents have constant access to the school. Watch Dog Dads will be implemented to engage fathers. Monthly school wide literacy and STEAM nights will be conducted. Parents will have access to online homework for consistent practice. Support for parents through Boystown will be provided throughout the year. Parent volunteers will use the Parent Center to support classroom needs.

On Task



Progress

BarriersNext Steps

1.3

Staff will ensure that all curricula are aligned to the NVACS & delivered at the appropriate level of rigor through data analysis & collaboration. Reading Explorations will be monitored & work towards the achievement of all students. Students will set and track progress towards Accelerated Reader goals. Learning Strategists will ensure that students are engaged and instruction is consistent among all classrooms. Instructional aides will provide assistance and data monitoring in all classrooms. Two Certified Temporary Tutors (CTT) will provide Tier 2 and 3 support. Effective and Highly Effective teachers will be provided with additional pay.

On Task

Progress

Barriers

Next Steps

1.4

Long ES will offer before-school, after-school tutoring for Tier II and Tier III students in reading and math. K-2 students will receive tutoring on foundational skills to boost student achievement in reading. Kindergarten teachers will provide engaging instruction through gardens and hands on learning to improve attendance and engagement in all skills. (Victory) After school Explorations which are highly engaging instructional strategies including a Maker Space and gardens will improve attendance and academic achievement through a more enriched curriculum.(Victory) Pre-K students will have an opportunity to utilize 1-1 technology. 4th grade students will participate in an instructional field trip to Sea World. 5th grade students will participate in a field trip to Biztown to support the Junior Achievement program.

On Task

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Reduce the achievement gap between male and female students in math and reading.


Reduce the math proficiency gap between male (24.18%) and female (20.12%) students. The gap will be reduced to 0%.Reduce the math proficiency gap between male (24.72%) and female (37.80%) students. The gap will be reduced to 8%.

StatusOn Task

Comments:



2.1Teachers will fully implement Go Math as core instruction so that all students consistently learn the standards and are consistently measured for progress towards mastery. Rocket Math facts will be implemented daily. One to One technology for the apps that go with this program will be used daily.

On Task

Progress

Barriers

Next Steps

2.2 Parents will receive weekly notes on all progress being made and have access to online reports through Study Island, AR, and teacher progress notes as well as Infinite Campus reports. On Task

Progress



Barriers

Next Steps

2.3

Staff will ensure that all curricula are aligned to the NVACS & delivered at the appropriate level of rigor through data analysis & collaboration. Extended Kindergarten school day to target STEAM activities with inclusion of technology. (NDE T.O.A: Tier I) Learning Strategists will ensure that students are engaged and instruction is consistent among all classrooms. Instructional aides will provide assistance and data monitoring in all classrooms. A Certified Temporary Tutor (CTT) will provide Tier 2 and 3 support.

On Task

Progress

Barriers

Next Steps

2.4 Students will receive instruction in technology to help prepare for the SBAC assessment and build 21st century skills. On Task

Progress

Barriers

Next Steps




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


100% of teachers will participate in the school-based ELL professional development session during the 2018-2019 school year as measured by Canvas course participation and sign-in sheets.Walter V. Long will participate in three instructional rounds guided by the ELL department.100% of teachers will participate in cultural competency training as measured by online module completion and Pathlore transcripts.

StatusOn Task

Comments:



3.1 The school administrators and staff will participate in trainings and share information with their colleagues. Information will be shared in PLC meetings. On Task

Progress

Barriers

Next Steps

3.2 Walter V. Long ES will host University of Family Learning courses for parents. On Task

Progress



Barriers

Next Steps

3.3 N/A

Progress

Barriers

Next Steps

3.4 Administrators will provide discipline training at staff meetings and staff development days. N/A

Progress

Barriers

Next Steps



School Performance Plan...School Performance Plan School Name Long, Walter V ES Address (City,...

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Transcript of School Performance Plan...School Performance Plan School Name Long, Walter V ES Address (City,...