School Performance Plan

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School Performance Plan

School Name

DUNCAN, RUBY ES

Address (City, State, Zip Code, Telephone):

250 W. ROME BLVD

NORTH LAS VEGAS, NV 89084, 7027997100

Superintendent/Region

Superintendent:

Jesus Jara / Dustin Mancl

For Implementation During The Following Years:

2020-2021 The Following MUST Be Completed:

Title I Status: Served

Designation: CSI

Grade Level Served: Elementary

Classification: 1 Star

NCCAT-S: Review

*1 and 2 Star Schools Only: _{documents will be available upon request}Please ensure that the following

☑

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 Position

Laura Cortez Parent Daniel Jenkins Parent

Kristina Pederson Parent Amy Manning Principal

Jackie Wyett Assistant Principal Sonya Dallas Teacher

Della Scott Teacher Jamie Butler Teacher

Victoria Daniel Teacher Mary Terry Teacher

Leah Mozur Counselor Stephanie Redman Teacher

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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 Placement (Proficiency Levels) Achievement Gap Data

NA NA NA

Other: Other: Other:

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

OVERVIEW

Ruby Duncan Elementary School is a Title I school located in North Las Vegas in Region 1 of the Clark County School District (CCSD). The student population has remained mostly consistent over the last several years. Enrollment for the 2020-21 school year was as follows: 33.01% Hispanic, 36.42% Black, 14.15% White, 9.38% English Language Learner (ELL), 15.93% student with an Individual Education Plan (IEP), and 74.19% Free and Reduced Lunch (FRL).

ANALYSIS OF DATA

Ruby Duncan Elementary School maintained a one-star status in 2019 (25 index points) to a 1-star status in the 2020 school year as reported on the Nevada School Performance Framework (NSPF). Due to the COVID-19 shutdown of schools in March 2020, no new data was collected, therefore, star ratings remain the same and a NSPF is unavailable. The 2019 school year was the first year of implementation with MAP Growth Assessments (EBI Level 3). Additional coaching and support with MAP implementation was provided in the 2019 school year by Ruby Duncan ES learning strategist.

POSITIVE STATEMENTS

Positive trends can be seen in the increase in the overall proficiency percentage in the area of math. We had a 6.29% increase when compared to the overall proficiency in the 2017-18 school year on the state summative assessment. The success in this area can be attributed to the use of Kagan cooperative learning strategies. Effective implementation of these strategies provide regular opportunities for academic language development for all students. Moving forward, the school will continue to provide professional development for teachers using Kagan strategies (EBI Level 2) and other interactive discourse structures.

AREAS OF OPPORTUNITY

Chronic absenteeism remains an area of concern at Ruby Duncan Elementary School. Chronic absenteeism rates at Ruby Duncan Elementary School were as follows: 2017-18 school year 17% and 2018-19 school year 18.6%. These rates consistently exceed the district average and conversations with our stakeholders have also revealed this area as a concern. In the 2019-20 school year a behavior strategist was funded through SB178 to help decrease absenteeism, we feel this helped contribute to improved attendance. Another area of concern is student proficiency in ELA and math. Goal 1 in our previous School Performance Plan (SPP) was to increase proficiency in ELA from 37.6% to 57%. Goal 2 of our previous SPP was to increase proficiency in math from 33% to 48.5%. We did not meet our SPP goals based on 2018-19 data, however, an increase in proficiency was still observed in both ELA and math. As a result we will continue the use of MAP assessment results that drive instruction, Kagan structures, and job-embedded professional learning supports for staff. We plan to monitor the usage and implementation of MAP more closely in the 2020-21 school year. Goals and action steps address the above areas of opportunity.

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improvement. The following Indicators/Elements were identified: 1.6 All instructional staff members provide students with additional instruction and intervention as needed to improve student achievement, 2.4 All instructional staff members provide specific and timely feedback to students on an ongoing basis, and students use the feedback to improve their performance, and 3.7 School leadership ensures that all professional development is focused on improving student achievement. Although improvement has been made in each indicator, they will remain the focus for the 2020-21 school year.

EVIDENCE-BASED INTERVENTIONS (EBI)

We will implement the following evidence based programs with federal and state funding: MAP Growth Assessments (EBI Level 3)

Citation: National Center for Education Evaluation and Regional Assistance (12/2012). The Impact of the Measures of Academic Progress (MAP) Program on Student Reading Acheivement. Retreived from https://ies.ed.gov/ncee/edlabs/regions/midwest/pdf/REL_20134000.pdf

Kagan Strategies (EBI Level 2)

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

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

Priority Need/Goal 1:

Increase the Median Growth Percentile in ELA from 35% to 50% by 2021 as measured by state summative assessments and reported on the Nevada School Performance Framework. Increase ELA proficiency from 37.6% to 61.2% by 2021 as measured by state summative assessments and reported on the Nevada School Performance Framework.

Root Causes:

After reviewing data, we determined there is a lack of alignment of student tasks to standards and the instructional rigor is at a lower end of DOK on a consistent basis.

Measurable Objective 1:

Increase the percent of students performing at or above grade level in reading from 20% (Fall) to 40% (Winter) and from 40% (Winter) to 60% (Spring) as measured by iReady formative assessments (end of year view).

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: NCCAT-S Indicators: 1) Teachers will be provided professional development on

identified curriculum, assessment fundamentals, unwrapping standards, and instructional strategies to increase student achievement. 2) Horizontal and vertical collaboration time amongst grade levels to discuss standards, assessments, and instructional strategies. 3) Teachers will participate in bi-monthly Professional Learning Communities (PLCs) to increase

collaboration and effective implementation of grade level

standards. 4) Teachers will use data (ie. iReady, MAPS, Easy CBM) to drive instruction. 5) Teachers will participate in a professional development on i-Ready.

1) Nevada Academic Content Standards 2) Collaboration Days (Title, $3,496) 3) iReady (Title, $15,550) 4) iReady Professional Development (Title, $3,000) 5) Easy CBM Progress Monitoring Tool (General, $240)

1) Lesson plans, observation notes, and feedback conference data will be used to verify that teachers are utilizing the strategies provided during professional development. 2) Common Assessments 3) Meeting Minutes 4) Teacher Walk Through Data on instructional strategies

1) Staff development days will be focused on professional development days (Administration). 2) PLC meetings will be conducted on a bi-monthly basis

(Administration, Teachers, Strategist).

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Comments:

Action Step Resources and Amount Needed List Artifacts/Evidence

Timeline and Position Responsible

1.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: 1) Monthly school newsletter with a

"Literacy Corner" 2) Book Fair three times per year 3) Events: Literacy Night, Booknic, Nevada Reading Week with a Parent Literacy Training.

Families, Teachers, Administration, Learning Strategist (Read By Three funded, $89,000), will ensure the action steps are being implemented. Materials for literacy games, books and activities, refreshments (Title I, $378) for parent trainings. Extra duty pay for teachers to lead Literacy Night (Title, $1,127).

1) Newsletter sent home monthly 2) Parent Involvement Sign In Sheets 1) Administration, monthly 2) Strategist and Administration, as scheduled. N/A Comments: 1.3 Curriculum/Instruction/Assessment (Required)

Continuation From Last Year:

NCCAT-S Indicators:

1) The use of Lucy Calkins, That's a Great Answer!, RAP, Flying Start, Exemplar Text, Novel Units, level readers, and Ready Reading will be utilized for K-5 to build a comprehensive curriculum that builds students knowledge each year and aligns to NVACS. 2) Teachers in Kindergarten and first grade will use Heggerty for teaching phonemic awareness. 3) Teachers will use common assessments, iReady, and MAPS to gather data on student progress towards meeting end of year standards.

1) Teachers implement daily during ELA instruction 90-120 minutes Materials: Lucy Calkins, That's a Great Answer!, teaching manuals, manipulatives & readers, teacher journals, paper, NEPF resources & RAP lessons & texts, assessments (Title, $15,550), technology supplies (SB178, $73,777.42), Ready Reading (SB178, $12,869), and other instructional materials. 2) iReady (Title, $15,550) 3) EasyCBM Progress Monitoring Tool (General, $240) 4) Corrective Reading and Reading Mastery Intervention Material (SB178, $42,850.60)

Summative/Formative assessments (interim assessments, Easy CBM, and iReady)

As needed in classrooms and state testing window; Administration- Ensuring teachers are using aligned curriculum, looking at

summative/formative assessment data and administering state tests.

Teachers - Teaching aligned curriculum and looking at data.

N/A

Comments:

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

1) Hire a Read By Three Strategist to train and support teachers with Read By Three initiatives. 2) Hire class size reduction grade teacher to lower class sizes. 3) Hire class size reduction grade teacher to lower class sizes.

1) Strategist (Read By Three Funding, $89,000) 2) Teacher (Title, $64,550.93) 3) Teacher (Title, $62,729.59) 4) Teacher Extra Duty Pay (ELL, $2,706) 5) Teacher Extra Duty Pay (Title I, $1,127)

1) Strategist (Read By Three Funding, $89,000) 2) Lesson plans, observation notes, and feedback conference data will be used to verify that teachers are utilizing the strategies provided during professional development. 3) Tutoring sign-in sheets 4) SBAC Boot Camp sign-in sheets 5) Strategist Assistance Log (Date, Teacher, Topic, Activity)

1) Read By Three Strategist, Administration (Monthly) 2) Teacher, Administration (on-going) 3) Data reviewed monthly by Administration

N/A

Comments:

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COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 2

Increase the Median Growth Percentile in Math from 42% to 50% by 2021 as measured by state summative assessments and reported on the Nevada School Performance Framework. Increase math proficiency from 33% to 48.5% by 2021 as measured by state summative assessments and reported on the Nevada School Performance Framework.

Root Causes:

After reviewing data, we determined there is a lack of alignment of student tasks to standards and the instructional rigor is at a lower end of DOK on a consistent basis.

Increase the percent of students performing at or above grade level in math from 17% (Fall) to 37% (Winter) and from 37% (Winter) to 57% (Spring) as measured by i-Ready formative assessments (end of year view).

Monitoring Status

N/A

Action Step

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

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1) Teachers will be provided professional development on identified curriculum, assessment fundamentals, unwrapping standards, and instructional strategies to increase student achievement. 2) Horizontal and vertical collaboration time amongst grade levels to discuss standards, assessments, and instructional strategies. 3) Teachers will participate in bi-monthly Professional Learning Communities (PLCs) to increase collaboration and effective implementation of grade level standards. 4) Teachers will use data (ie. iReady, Easy CBM) to drive instruction. 5) Teachers will attend a profession development on I-Ready (Title, $3,000).

1) Nevada Academic Content Standards 2) Collaboration Time/Substitute Days (Title,$3,496) 3) iReady (Title, $15,550)

1) Lesson plans, observation notes, and feedback conference data will be used to verify that teachers are utilizing the strategies provided during professional development. 2) Common Assessments 3) Meeting Minutes

1) Staff development days will be focused on professional

development days (Administration). 2) PLC meetings will be conducted on a bi-monthly basis (Administration, Teachers, Strategist).

N/A

Comments:

Action Step Resources and Amount Needed List Artifacts/Evidence

Timeline and Position

Responsible

Monitoring Status

2.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: 1) Events:

Math Night

Families, Teachers, and Administration will ensure the action steps are being implemented. Materials for math games, books and activities, refreshments (Title I, $378) for parent trainings. Extra duty pay for teachers to led Math Night (Title, $1,127).

1) Parent Involvement Sign In Sheets

1) Administration, monthly N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required)

1) The use of Kathy Richardson, Investigations, and Number Talks will be utilized for K-5 to build a comprehensive curriculum that builds students knowledge each year and aligns to NVACS. 2) Teachers will use common assessments and iReady to gather data on student progress towards meeting end of year standards.

1) Teachers implement daily during Math instruction 70 minutes Materials: Kathy Richardson materials, Investigation materials, teaching manuals, manipulatives, teacher journals, NEPF resources, assessments (Title, $15,550), technology supplies (SB178 - $73,777). 2) i-Ready (Title, $15,550) 3) Easy CBM Progress Monitoring Tool (General, $240)

Summative/Formative assessments (interim assessments, Easy CBM, and iReady)

As needed in classrooms and state testing window; Administration- Ensuring teachers are using aligned curriculum, looking at

summative/formative assessment data and administering state tests. Teachers - Teaching aligned curriculum and looking at data.

N/A

Comments:

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1) Hire an additional class size reduction teacher to lower class sizes. 2) Hire an additional class size reduction teacher to lower class sizes.

1) Teacher (Title, $64,550.93) 2) Teacher (Title, $62,729.59)

1) Lesson plans, observation notes, and feedback conference data will be used to verify that teachers are utilizing the strategies provided during professional development. 2) Tutoring sign-in sheets 3) SBAC Boot Camp sign-in sheets

1) Teacher, Administration (on-going) 2) Data reviewed monthly by Administration

N/A

Comments:

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COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 3

Decrease the number of exclusionary resolutions by 10 from 139 to 126 by 2021 as measured by school-wide behavior referral data in Infinite Campus.

Root Causes:

After reviewing data, we determined there is a lack of understanding on using conflict resolution strategies that do not include a physical altercation with another student.

Decrease the percent of students engaging in aggressive behavior from 14% to 9% as measured by major referral data in Infinite Campus.

Monitoring Status

N/A

Action Step

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

3.1 Professional Development (Required)

1) Teachers will be provided professional development on conflict resolution curriculum (ie. Stop, Walk, Talk) and reinforcing appropriate behaviors through MTSS-b process. 2) Teachers will be provide professional development on Sanford Harmony curriculum. 3) Teachers will participate in monthly Professional Learning Communities (PLCs) to increase collaboration and effective implementation of Positive Behavior Instructional Support (PBIS). 4) Teacher will use data (ie. major referrals in Infinite Campus) to drive

instruction.

1) Sanford Harmony 2) Collaboration Time (Title,$3,496) 3) District MTSS-b documents (flow chart, infraction definition, resolution definition). 4) District External MTSS-b Coach

1) Meeting minutes 2) Professional Development Schedule

Continuous throughout the 2020-2021 school year. Monthly monitoring by Administration

N/A

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Action Step

Resources and Amount Needed

List Artifacts/Evidence Timeline and Position Responsible

3.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators:

1) MTSS-b Parent Night 2) Monthly newsletter with "PBIS" corner 3) Monthly data analysis results comparing previous month to current month and previous year to current year.

1) Datalab in Infinite Campus

1) Parent sign-in sheets 2) Monthly newsletter 3) Monthly posting of data analysis results on social media.

1) MTSS-b Parent Night, Date TBD 2) Newsletter, monthly, Administrations 3) Data analysis, monthly, Behavior Strategist and Administration

N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: NCCAT-S Indicators: 1) The use of Sanford Harmony, Common Area MTSS-b lesson plans, and

counselor lessons will be utilized for K-5 to build a comprehensive social-emotional curriculum that builds students’ knowledge each year on appropriate school behavior. 2) Teachers will use minor and major behavioral referral data to monitor student progress towards end of year goals.

1) Datalab in Infinite Campus 2) MTSS-b lesson plans 3) Sanford Harmony

1) Lessons plans on expectations, social-emotional topics, and counselor lessons. 2) Monthly data analysis on minor and major behavior referrals.

1) Sanford Harmony, monthly, Teachers 2) Common Area MTSS-b Lesson Plans, 4 times per year, Administration and Teachers 3) Data analysis, monthly, Administration and Behavior Strategist

N/A

Comments:

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

N/A

Comments:

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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 $3,496 Extra duty collaboration pay for teachers to attend Professional Learning Communities

(PLCs) to analyze data to drive instruction. Goals 1, 2 and 3

Title I $127,280.52 Additional teachers to lower class sizes Goals 1 and 2

Title I $18,550 iReady assessment to support instruction in the areas of math and reading and make

data driven decision with instruction. Goals 1 and 2

SB178 $12,868.39 Ready Reading to support literacy instruction. Goal 1

SB178 $42,850.60 Corrective Reading and Reading Mastery to support small group reading intervention. Goal 1

SB178 $73,777.42 Chromebooks and Charging Carts to support reading and math instruction. Goals 1 and 2

Strategic Budget $89,000 Purchase a Read by Grade 3 Strategist to support reading instruction Goal 1

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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.

Ruby Duncan Elementary is a two-story school with many modern green elements incorporated into the building. Classrooms are equip with Smartboards and doc cameras. Students in grades 3-5 have access to 1:1 Chromebook devices. Additionally, collaboration time is offered for teachers to build their own capacity and to work together as a team. Furthermore, our school consistently implements Positive Behavior Instruction Supports (PBIS), monthly staff celebrations, and use of social media.

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.

We continually strive to bridge the gap between families and the school. We will hold a Math Night, Family Literacy Night, and MTSS-b Parent Night to bring parents in to equip them with the tools to better work with their children. In addition, teachers encourage parents to come work in the classrooms as appropriate. We have an active PTSO groups that enables parents to participate at the school who may not be comfortable working in the classroom. Additionally, the entire school uses Class Dojo to communicate with parents.

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.).

Pre-K and Kindergarten teachers collaborate regarding standards and expectations to ensure that teaching and assessments information are aligned to Kindergarten. Similarly, the school Counselor works with the receiving middle school counselors to provide the out-going fifth grade students with pertinent orientation activities.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.

i-Ready, Easy CBM, and MAPS data enables teachers to make instructional decisions on a student by student basis. The PLC format also allows teachers to work collaboratively to review student assessment data, identify instructional concerns, and share best practices to meet identified student needs. Common assessments development and review are on the forefront of PLC meetings and planning.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement efforts

The resources for implementation of the plan are: the CCSD district budget, the Title I Budget, SB178 budget, and ELL budget. The district budget provides the main teaching staff, teacher resources, instructional supplies, materials, and facility maintenance. Title 1 funds professional development (teacher collaboration), additional class size reduction teachers, instructional resources (iReady) and Parent Teacher Student Organization collaboration. The SB178 funds instructional resources (Reading Mastery, Corrective Reading, and Chromebooks). The ELL funds extra duty pay for after school tutoring.

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Plan for improving the school climate

Goal:

Action Plan: How will this plan improve the school climate?

Students will be taught strategies to handle difficult situations and lowering the rate of exclusionary resolutions will allow students to stay for academic learning.

Monitoring Plan: How will you track the implementation of this plan?

Behavior data and exclusionary discipline data will be pulled monthly to monitor progress towards the goal.

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?

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APPENDIX A - Professional Development Plan

1.1

1) Teachers will be provided professional development on identified curriculum, assessment fundamentals, unwrapping standards, and instructional strategies to increase student achievement. 2) Horizontal and vertical collaboration time amongst grade levels to discuss standards, assessments, and instructional strategies. 3) Teachers will participate in bi-monthly Professional Learning Communities (PLCs) to increase collaboration and effective implementation of grade level standards. 4) Teachers will use data (ie. iReady, MAPS, Easy CBM) to drive instruction. 5) Teachers will participate in a professional development on i-Ready.

Goal 1 Additional PD Action Step (Optional)

2.1

Goal 2 Additional PD Action Step (Optional)

3.1

1) Teachers will be provided professional development on conflict resolution curriculum (ie. Stop, Walk, Talk) and reinforcing appropriate behaviors through MTSS-b process. 2) Teachers will be provide professional development on Sanford Harmony curriculum. 3) Teachers will participate in monthly Professional Learning Communities (PLCs) to increase collaboration and effective implementation of Positive Behavior Instructional Support (PBIS). 4) Teacher will use data (ie. major referrals in Infinite Campus) to drive instruction.

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APPENDIX B - Family Engagement Plan

1.2

1) Monthly school newsletter with a "Literacy Corner" 2) Book Fair three times per year 3) Events: Literacy Night, Booknic, Nevada Reading Week with a Parent Literacy Training.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2

1) Events: Math Night

Goal 2 Additional Family Engagement Action Step (Optional)

3.2

1) MTSS-b Parent Night 2) Monthly newsletter with "PBIS" corner 3) Monthly data analysis results comparing previous month to current month and previous year to current year.

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APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1

Increase the Median Growth Percentile in ELA from 35% to 50% by 2021 as measured by state summative assessments and reported on the Nevada School Performance Framework. Increase ELA proficiency from 37.6% to 61.2% by 2021 as measured by state summative assessments and reported on the Nevada School Performance Framework.

Measurable Objective(s):

Increase the percent of students performing at or above grade level in reading from 20% (Fall) to 40% (Winter) and from 40% (Winter) to 60% (Spring) as measured by iReady formative assessments (end of year view).

Status

N/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) Teachers will be provided professional development on identified curriculum, assessment fundamentals, unwrapping standards, and instructional strategies to increase student achievement. 2) Horizontal and vertical collaboration time amongst grade levels to discuss standards, assessments, and instructional strategies. 3) Teachers will participate in bi-monthly Professional Learning Communities (PLCs) to increase collaboration and effective implementation of grade level standards. 4) Teachers will use data (ie. iReady, MAPS, Easy CBM) to drive instruction. 5) Teachers will participate in a professional development on i-Ready.

Progress

Barriers

Next Steps

1.2 1) Monthly school newsletter with a "Literacy Corner" 2) Book Fair three times per year 3) Events: Literacy Night, Booknic, Nevada Reading Week with a Parent Literacy Training.

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Progress

Barriers Next Steps

1.3

1) The use of Lucy Calkins, That's a Great Answer!, RAP, Flying Start, Exemplar Text, Novel Units, level readers, and Ready Reading will be utilized for K-5 to build a comprehensive curriculum that builds students knowledge each year and aligns to NVACS. 2) Teachers in Kindergarten and first grade will use Heggerty for teaching phonemic awareness. 3) Teachers will use common assessments, iReady, and MAPS to gather data on student progress towards meeting end of year standards.

Progress

Barriers

Next Steps

1.4 1) Hire a Read By Three Strategist to train and support teachers with Read By Three initiatives. 2) Hire class size reduction grade teacher to lower class sizes. 3) Hire class size reduction grade teacher to lower class sizes.

Progress

Barriers

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APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 2

Increase the Median Growth Percentile in Math from 42% to 50% by 2021 as measured by state summative assessments and reported on the Nevada School Performance Framework. Increase math proficiency from 33% to 48.5% by 2021 as measured by state summative assessments and reported on the Nevada School Performance Framework.

Increase the percent of students performing at or above grade level in math from 17% (Fall) to 37% (Winter) and from 37% (Winter) to 57% (Spring) as measured by i-Ready formative assessments (end of year view).

Status

Mid-Year

End-of-Year

2.1

Progress

Barriers

Next Steps

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Progress

Barriers Next Steps

2.3

1) The use of Kathy Richardson, Investigations, and Number Talks will be utilized for K-5 to build a comprehensive curriculum that builds students knowledge each year and aligns to NVACS. 2) Teachers will use common assessments and iReady to gather data on student progress towards meeting end of year standards.

Progress

Barriers

Next Steps

2.4 1) Hire an additional class size reduction teacher to lower class sizes. 2) Hire an additional class size reduction teacher to lower class sizes.

Progress

Barriers

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APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 3

Decrease the percent of students engaging in aggressive behavior from 14% to 9% as measured by major referral data in Infinite Campus.

Status

Mid-Year

End-of-Year

3.1

1) Teachers will be provided professional development on conflict resolution curriculum (ie. Stop, Walk, Talk) and reinforcing appropriate behaviors through MTSS-b process. 2) Teachers will be provide professional development on Sanford Harmony curriculum. 3) Teachers will participate in monthly Professional Learning Communities (PLCs) to increase collaboration and effective implementation of Positive Behavior Instructional Support (PBIS). 4) Teacher will use data (ie. major referrals in Infinite Campus) to drive instruction.

Progress

Barriers

Next Steps

3.2 1) MTSS-b Parent Night 2) Monthly newsletter with "PBIS" corner 3) Monthly data analysis results comparing previous month to current month and previous year to current year.

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Barriers

Next Steps

3.3

1) The use of Sanford Harmony, Common Area MTSS-b lesson plans, and counselor lessons will be utilized for K-5 to build a comprehensive social-emotional curriculum that builds students’ knowledge each year on appropriate school behavior. 2) Teachers will use minor and major behavioral referral data to monitor student progress towards end of year goals.

Progress Barriers Next Steps 3.4 Progress Barriers Next Steps