School Performance Plan
School Name
Thomas, Ruby S ES
Address (City, State, Zip Code, Telephone):
1560 Cherokee LnLas Vegas, NV 89169, 7027995550
Superintendent/Region
Superintendent:
Jesus Jara / Lorna James-CervantesFor Implementation During The Following Years:
2019-2020The Following MUST Be Completed:
Title I Status: Served
Designation: TSI
Grade Level Served: Elementary
Classification: 1 Star
NCCAT-S: Review
*1 and 2 Star Schools Only: documents will be available upon requestPlease 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
Kristen Mcfadden Parent Cici Monroy Parent
Amber Reedy Parent Ebony Sanders Parent
Suzanne Peyton Assistant Principal Dennis Kubala Principal
Matthew Okada Learning Strategist Ingrid Rodriguez Learning Strategist
Katherine Aquino Teacher Juliana Portillo Teacher
Kimberly Chapman Office Manager Robert Evenson Teacher
Kari Tangeman Humanities-Technology
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
Statewide Assessments Achievement Gap Data Achievement Gap Data
Formative Assessments Practice Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)
Nevada School Performance Framework (NSPF) AMAOs/ELPA Analysis NA
NA NA NA
NA NA NA
Other: i-Ready 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.
Below is a summary of the 2018-2019 Smarter Balanced Assessment Consortium (SBAC) results:• In ELA, the subgroups with the lowest proficiency levels were African American 17.6%, Special Education 4.2%, and Two or More Races 16.6%. Claims 1 and 2 continue to be an area of focus for grades 3-5. During Structured Teacher Planning Time (STPT) sessions which focused on revision of the School Performance Plan (SPP), it was determined that focusing on providing adequate services and supports for the Special Education and African American subgroups would assist in reducing the achievement gap between subgroups.
• In ELA, 4th and 5th MGP decreased from 53.0% (17-18) to 48.0% (18-19). AGP also decreased from 35.70% (17-18) to 33.70% (18-19). During STPT sessions, it was determined that targeting the needs of Special Education and the African American subgroup would assist in reducing the achievement gap between subgroups.
• In Math, the subgroups that performed the lowest were Special Education 8.5% and African American 9.5%. Claim 1 continues to be an area of focus for grades 3-5, as it is the claim with the highest number of non-proficiency students. During SPP planning, it was determined that providing adequate services and supports for Special Education and the African American subgroup would assist in reducing the achievement gap between subgroups.
• In Math, 4th and 5th MGP decreased 58.50% (17-18) to 49.0% (18-19). AGP also decreased 35.40% (17-18) to 23.50% (18-19). During SPP planning, it was determined that providing adequate services and supports for Special Education and the African American subgroup would assist in reducing the achievement gap between subgroups.
Other pertinent information:
Chronic Absenteeism decreased from 29.06% (17-18) to 24.80% (18-19).
The Two or More Races subgroup had the highest % of absenteeism at 52.8% in 18-19 from 43.1% in 17-18. Transiency decreased from 50.70% (17-18) to 50.10% (18-19)
Under Opportunity Gaps (18-19), Special Education had 4% of students achieve their Math and ELA AGP target. African American only had 7.5% of students meet their Math AGP target and 15.3% meet their ELA AGP target.
Improved ELPA AGP Proficiency from 39.10% (17-18) to 56.80% (18-19) for an increase of 17.7% Below is a summary of the i-Ready Diagnostic Assessment Results:
Measured using the i-Ready Reading Diagnostic in 2018-2019, grade K-5 students increased in overall reading proficiency going from 11.00% in fall to 39.00% in spring. This is an increase of 28.00% proficiency.
Measured using the i-Ready Math Diagnostic in 2018-2019, grade K-5 students increased in overall math proficiency going from 7.00% in fall to 37.00% in spring. This is an increase of 30.00% proficiency.
Measured using the MAP Growth Reading in 2018-2019, grade 1-3 students increased in overall reading proficiency going from 30.00% in fall to 32.00% in spring. This is an increase of 2.00% proficiency.
Measured using the MAP Growth Math in 2018-2019, grade 1-3 students increased in overall math proficiency going from 31.00% in fall to 33.00% in spring. This is an increase of 2.00% proficiency.
Summary:
Ruby Thomas staff identified that grade K-5 proficiency growth (measured and monitored through i-Ready) in reading and math has showed much improvement since implementing the 17-18 STPT action steps through the current 18-19 school year. A majority of students in all grades continue to show aggressive catch up growth.
Additionally, staff are in consensus that continued work towards data tracking, utilizing aggressive instructional planning and common assessments, while putting supports in place to meet the needs of all students, are critical steps towards increasing achievement in the 2019-2020 school year. For the Special Education and African American subgroup, Ruby Thomas staff must receive cultural competency training to learn and incorporate effective strategies to meet the developing needs of the community.
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 Grades 3, 4, and 5 proficiency rates in reading. -Increase the percent of 3rd grade students proficient in reading from 14.00% to 29.00% by May 2020 as measured by state summative assessment. -Increase the percent of 4th grade students proficient in reading from 28.21% to 43.21% by May 2020 as measured by state summative assessment. -Increase the percent of 5th grade students proficient in reading from 20.83% to 35.83% by May 2020 as measured by state summative assessment.
Root Causes:
During the fall 18-19 STPT cycle and related meetings on SPP planning, it was determined that the root cause for limited overall proficiency gains in 18-19 was due to the following factors. 1. Intervention block was determined to need to become responsive to the specific needs of the students at each grade level. More autonomy to determine stronger curricular support and strategies along with individualized procedural norms for regrouping and assessment may result in increased proficiency in order to address the challenges of individual students. We did not utilize a commercial intervention program across intermediate grades. 2. Aggressive long-range pacing calendar needs to be adjusted to ensure enough time is allocated to ensure proper coverage of standards. Discussion led to the need to continue monitoring and analyzing data to determine overall effectiveness. A consideration to help determine future needs was to see what occurs after the March deadline to complete the pacing cycle and to plan the next steps leading into the following school year. The goal is to push into the standards of the following grade as well as reteach the unmastered or challenging standards at that point in time. 3. Data from student and classroom progress monitoring system was developed and implemented for a majority of the school, but was not fully adopted by all stakeholders. This result is due to a lack of full understanding of how to utilize the data in order to drive instruction. More training for regular data monitoring needs to be developed and utilized on a regular and continuous basis by stakeholders. 4. Professional development, regular and on-going, was needed in a variety of areas based on individual staff needs (new and returning). The following areas require support: i-Ready, MAP, ELL strategies, peer observation (instructional rounds), classroom management, and Leader In Me. Also the amount of staff turnover has added to the need for revisiting past training and providing catch-up support in many of the best practices needed by this population base. 5. PLC
implementation of common assessments and how to develop appropriate next steps from this information was an area of need. Common assessments were implemented by PLC teams, but more training on effective PLC process was needed to support students and using data to drive the meetings continue to be an issue among all stakeholders. Student exposure to the format and/or rigor of the current assessment (MAP, i-Ready, SBAC, WIDA) environment was needed in order to enhance their preparation for high stakes testing. 6. Absenteeism and transiency are a chronic issue and has increased (Absenteeism grew from 19 to 29%; Transiency increased from 48 to 52%). Chronic absenteeism continues to be a challenge at Thomas. Site attendance policy is not effectively supporting the student population in reducing these issues. 7. Large class sizes in the intermediate grades continue to be an area of concern. The need to ensure more targeted, effective instructional support to meet the needs of the whole child in a smaller setting were a concern. 8. Special education subgroup under opportunity gaps (Limited AGP gains in reading and in math) demonstrated limited gains on the SBAC assessment. 9. NSPF Academic Achievement and Opportunity Gap growth indicate a need for continued data analysis and action step
implementation at the school, class, and individual student level. With the Special Education, African American, and ELL populations as the target groups. 10. Due to demographic shifts, cultural competency training and supports are needed to meet the community need with the increase of generational poverty. 11. Core instructional support and training for all new staff to the site over the last three years is needed. 12. Test structure and environment needs to be adapted for an optimal test experience. 13. Staff did not have enough opportunities for peer observations and debriefs of instructional practices.
Measurable Objective 1:
Increase the percent of 3rd grade students proficient in reading from 14.00% to 29.00% by May 2020 as measured by state summative assessment. Increase the percent of 4th grade students proficient in reading from 28.21% to 43.21% by May 2020 as measured by state summative assessment. Increase the percent of 5th grade students proficient in reading from 20.83% to 35.83% by May 2020 as measured by state summative assessment.
Measurable Objective 2:
Increase the percent of English Learners proficient in English from 19.21% to 29.21% by 2020 as measured by ELPA. Measurable Objective 4:
Monitoring Status
N/A
ACTION PLAN MONITORING PLAN
Action Step
(please only list one action step per box)
Resources and Amount Needed for Implementation (people, time, materials, funding
sources)
List Artifacts/Evidence of Progress: Information (Data) that will verify the action
step is in progress or has occurred.
List Timeline, Benchmarks, and Position Responsible
Monitoring Status
1.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators:
1. Grade levels provided specific professional development curriculum training using the site-based intervention materials (considering new team members/Long Term Subs). RTI/Data Specialist will provide ongoing professional learning support to CTT staff with effective curricular
strategies/supports. AP will provide training to new staff using Explicit Phonics to be utilized during tiered instruction. Refers to RC 1. 2. SEIF will seek through the support of SSD, Inclusive Schools Practices (ISP) training to utilize special education resources more effectively. Related to RC 8. 3. Instructional coaches will provide professional development and support to grade levels with long-range curriculum planning and pacing revision through regular visits during PLC and long-range planning times. Refers to RC 2 & 4. 4. District personnel and Data Specialist will provide
professional development and support related to current site-based data systems (i.e., i-Ready's growth model) and how to use it for tracking on Data walls and student/staff goal setting. It will be used to assist in data-driven decision-making processes. 5. Instructional Coaches will provide direct support and training using the latest strategies with QTEL/ALCA, classroom management techniques, observation of lessons for feedback, and other related supports in order to assist teachers in the classroom. RBG3 Strategist will continue to provide MAP system support and PD for K-5. Data Specialist will continue to provide i-Ready system support and PD for K-5. Refers to RC 4. 6. Instructional coaches will provide professional development support to train staff on effective PLC implementation and vertical alignment considerations that need to be incorporated when planning for instruction. Refers to RC 5. 7. Utilize District resources in order to address staff behavioral training needs and cultural awareness (Trauma-based training, MTSS, PBIS) (RC 10) 8. Utilize Strategic Budget, Zoom, and Title (I & III) funding to provide after school training/substitutes for Tier I curriculum, EL strategies, cultural support, PLC, or TLIM. (RC 11).
1. A) Grade Level Chair & Members, Aug./Sept. 2019, Instructional Materials (Plans, Notes, related supports), General Funds; B) RTI/Data Specialist & CTT, Sept./Oct. 2019; Zoom & Title I & III Funds (RTI/Data Specialist, CTT positions) C) AP, Winter/Spring 2019-2020, General Funds 2. SEIF, Site Level Special Education Staff, District Level
Personnel; Ongoing; Special Education Funds, Title I Collaboration & General Budget 3. Instructional Coaches, PLC Meetings/Planning Meetings; Title I funds 4. RTI/Data Specialist & District Personnel; Aug. 2019-May 2020 ongoing support; Title I, General Funds 5. Zoom EL Personnel, Language Learner Strategist, Instructional Coaches, RTI/Data Strategist; STPT training days, General Supplies, site-based presentation technology; (RBG3, Title I) 6. Instructional Coaches, PLC Meetings/Planning Meetings; 7. SSD District Personnel, SEIF, or School Psychologist; District funding 8. District Personnel; Instructional Coaches, PLC
Meetings/Planning Meetings; Title I & Strategic Budget funds
1. STPT, SBCT, Staff trainings sign-ins, agendas, and/or meeting minutes/notes 2. STPT, SBCT, Staff
trainings/inservices/conference sign-ins, agendas, and/or meeting minutes/notes 3. Coaching Logs, Preparatory Times/Morning Meetings, Training materials, Observation Logs 4. Data Walls in Data Room, STPT/PLC meeting minutes & notes, RTI/Data Specialist data tracking charts/notes 5. STPT, SBCT, Staff trainings sign-ins, agendas, and/or meeting minutes/notes 6. Coaching Logs, Preparatory Times/Morning Meetings, Training materials, Observation Logs 7. STPT, SBCT, Staff meetings, Grade Level Staff trainings sign-ins, agendas, and/or meeting minutes/notes 8. STPT, SBCT, Staff trainings sign-ins, agendas, and/or meeting
minutes/notes
1. A) Aug./Sept. 2019, Grade Level Chair & Members; B) Sept./Oct. 2019, RTI/Data Specialist & CTT, (Zoom will cover the RTI/Data Specialist if becomes available, CTT positions contingent on Zoom Funds); C) Nov. through Feb. 2019-20, AP 2. SEIF, Student Service Division, Special Ed. Chair & Admin; Aug. 2019-Apr. 2020 3. Aug. 2019-May 2020 ongoing; Instructional Coaches & Administration 4. 2019-May 2020 ongoing support, STPT-Sept. 2019, Jan. 2020, May 2020; RTI/Data Specialist & Administration 5. Aug. 2019-May 2020; Zoom EL Personnel, Language Learner Strategist, Instructional Coaches, RTI/Data Strategist & Admin 6. Aug. 2019-May 2020 ongoing; Instructional Coaches & Administration 7. Oct. 2019-May 2020 ongoing; SEIF, School Psychologist, SSD 8. Aug. 2019-May 2020 ongoing; Instructional Coaches, District Personnel &
Administration
N/A
Comments:
Action Step Resources and Amount Needed List Artifacts/Evidence
Timeline and Position Responsible
Monitoring Status
1. Implement a target Attendance Remediation and Support program in order to provide chronic absentee students' families assistance. Provide aide in the form of site pantry and clothing closet, collaborate with community services to provide more food and basic needs supports to increase family participation in the school setting (Tied to Root Cause #6) 2. Implement Family Literacy and Math
trainings/parent workshops thru the site-based Light House Action & ZOOM EL, coordinating with the FACES Parent Center (Tied to Root Cause #9) 3. Implement The Leader In Me initiatives through Light House/Action Teams in order to provide Leadership Day and related opportunities facilitated by students and staff for families and community members (Tied to Root Cause #9) 4. Implementation of Snack Time with Books program once monthly (Tied to Root Cause #9)
1. Counselor, School Social Worker, Light House Coordinator, Action Team Leader; Ongoing effort, Action Team Meetings, Home visits or regular contacts; Title I, General Funds, Community Supports: Nevada State Bank, Hilton Grand Vacation, monthly Pop Up Food Truck, Victory Church,Zoom Family Night materials, facility space, Zoom funding 2. Light House Coordinator, Action Team Leader; Ongoing effort, Action Team Meetings; Title I, General Funds, Community Supports: Nevada State Bank, Hilton Grand Vacation, monthly Pop Up Food Truck, Victory Church,Zoom Family Night materials, facility space, Zoom funding 3. Learning Strategist/Light House Coordinator & Action Team; bi-monthly planning meetings; Title I, General Budget 4. Librarian, monthly, books, snacks, Spread the Word Nevada
1. Attendance Infraction log sheets, parental notification forms, family meeting sign-in sheets, staff contacts on Infinite Campus. Family Support Tracking 2. TLIM Sign-in sheets, Action Team Meeting, FACES minutes/notes, photographs, Flyers 3. Sign-sheets, FACES flyers and trainings, admin notes 4. Photographs, Event Flyers, Parentlink communications, parent sign-in sheets and evaluations, social media updates, TLIM website Light House status tracking; newsletters
1. Aug. 2019-May 2020; Counselor, School Social Worker, Light House Coordinator, Action Team Leader 2. Aug. 2019-May 2020; ongoing Counselor, School Social Worker, Light House Coordinator, Action Team Leader 3. Aug. 2019-May 2020; Learning Strategist/Light House Coordinator & Action Team Leader 4. Sep. 2019-May 2020; Librarian & Spread The Word Nevada staff
N/A
Comments:
1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators:
1. Grade level teams will work with the leadership team to determine effective strategies and practices for students at varying instructional levels, in order to provide targeted support. Grade level teams will develop grade-specific procedural norms for staff curriculum training, regrouping, and assessing of all Den students, to ensure a more flexible and rapid support system for all students. The site purchased Voyager Passport, a commercial intervention program to ensure a research-based curriculum is being used with students in grades 3-5. Data Specialist will continue supporting grade levels with Den roster management and deployment of CTT assets. Title I Learning Strategist & CTT staff to support all tiers of instruction continues to be a necessity to support the achievement of all students. 2. K-5 staff continues to monitor and track student progress to determine the need to modify long-range plans, to ensure adequate instruction of the curriculum. Staff will continue with the development and implementation of an aggressive pacing calendar, using the previous year’s long-range plans, to ensure high expectations and exposure to standards prior to high stakes testing season. Data Specialist and Instructional Coaches will collaborate with grade teams using the end of year data, to modify instructional pacing and long-range plans to ensure appropriate mastery of standards. 3. Instructional Coaches will provide direct support and training using the latest strategies, preparing students for standardized testing/bench-marking, classroom management
techniques, observation of lessons for feedback, and other related supports in order to assist teachers in the classroom. RBG3 Strategist will continue to provide MAP system support and PD for K-5. RTI/Data Specialist will continue to provide i-Ready system support and PD for K-5. 4. PLC teams will engage in vertical alignment analysis to ensure a common understanding of how instructional standards develop and build over time. Data Specialist and Instructional Coaches will support grade levels in the refinement of grade-level common assessment binders. Data Specialist will continue to provide grades 2-5 with common assessment support using the i-Ready Standards Mastery feature. 5. Add class-size reduction position to grades 4 and/or 5 in order to address instructional and behavioral needs and factors of high needs students. 6. Implement the Inclusive Schools Practices Model (ISP) to utilize special education resources more
effectively. For scheduling, deployment of sped staff and delivery models (parallel, co-teaching, etc) 7. Data Specialist and administrators will facilitate Structured Teacher Planning Time and RTI data review meetings with staff in a smaller intimate setting, held regularly to assist in
determining corrective measures throughout the year for all students, including the ELs. 8. Data Specialist and administrators will revise standardized testing structures to meet optimal testing conditions for students.(Meets RC 12) 9. Implement system to monitor practices using peer observation and debrief in an instructional rounds model. (Meets RC 13)
1. A) Grade Level Chair & Members, Aug./Sept. 2019, Instructional Materials (Plans, Notes, related supports), General Funds; B) RTI/Data Specialist & CTT, Sept./Oct. 2019; Zoom & Title I & III Funds (RTI/Data Specialist, CTT positions) C) AP, Fall 2019, General Funds 2. Instructional Coaches, PLC Meetings/Planning Meetings; Title I funds 3. Zoom EL Personnel, Language Learner Strategist, Instructional Coaches, RTI/Data Strategist; STPT training days, General Supplies, site-based presentation technology; (RBG3, Title I) 4. Instructional Coaches, PLC Meetings/Planning Meetings; Title I funds 5. Grade 4; Title I budget; Grade 5 Discretionary 6. SEIF, Site Level Special Education Staff, District Level Personnel; Ongoing; Special Education Funds, Title I Collaboration & General Budget 7. Full-Day substitutes, RTI/Data Strategist and Admin, Title I funding and General Funds 8. Lead Team, Site Funded 9. Lead Team, GLC, Site Funded
1. Thomas ES instructional schedule, CTT timesheets and daily schedule, Title I Learning Strategist daily schedule, student grouping records, administrator observations during intervention block, written feedback on
observations, Grade level developed procedures and norms, Den Time roster and progres monitoring information and data 2. STPT, Data Analysis Meetings, PLC agendas/minutes, administrator observational notes; Long Range Plans 3. STPT, SBCT, Staff
trainings/inservices/conference sign-ins, agendas, Strategist schedule/logs, and/or meeting minutes/notes 4. PLC Team minutes/agendas, grade level assessment binders 5. Class rosters and related data tracking information 6. Inservice/training notes, STPT agendas/minutes, master schedule 7. STPT, Data Analysis Meetings, PLC
agendas/minutes, administrator observational notes; RTI student records, progress monitoring data 8. Test scheduling, STPT feedback and notes 9. Classroom walks (instructional rounds); meetings, observation notes/tracking sheets
1. A) Aug./Sept. 2019, Grade Level Chair & Members; B) Sept./Oct. 2019, RTI/Data Specialist & CTTs; C) Nov. through Feb. 2019-20 2. Aug. 2019-May 2020 ongoing; Instructional Coaches & Administration 3. Aug. 2019-May 2020 ongoing; Instructional Coaches, RTI/Specialist, & Administration 4. Aug. 2019-May 2020 ongoing; Instructional Coaches, RTI/Specialist, & Administration 5. Aug. 2019-May 2020 ongoing; Administration 6. SEIF, Special Ed. Chair & Admin; Aug. 2019-Apr. 2020 7. Aug. 2019-May 2020 ongoing;
RTI/Specialist, & Administration 8. Aug. 2019-Dec. 2019 ongoing; Lead Team &
Administration 9. Aug. 2019-May 2020 ongoing; GLC, Lead Team & Administration
N/A
Comments:
1.4 Other (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: Continue to increase the quality and effectiveness of PLC
meetings and implement new STPT collaboration system, focusing on the achievement of all students. Zoom Pre-k, class size reduction in K-3 grade, Zoom Reading Center, Zoom extended day, Zoom kinder curriculum
Licensed teachers, common prep schedule, NVACS Zoom funds: Staffing, extended day, strategist, i-Ready, tutoring
PLC and STPT meeting agendas, meeting minutes, Email communication from PLC facilitator, Data strategist, and/or participants, administrator observation notes, student data outcomes MAP Data, WIDA, Zoom Kinder assessments, Imagine Learning reports, iReady
Weekly: Grade-Level chair and/or PLC facilitator, Data strategist, and administration Zoom facilitators, CTTs, Zoom strategist, Administration (Aug 2019-May 2020)
N/A
Comments:
COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 2
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. -Decrease the achievement gap percentage points for proficiency in ELA between the Asian subgroup (33.20% in 18-19) and the African American (17.60% in 18-19) subgroup by 7% as measured by state summative assessments. -Decrease the achievement gap percentage points for proficiency in Mathematics between the Asian subgroup (25.00%) and the African American (9.50%) subgroup by 7% as measured by state summative assessments.
Root Causes:
During the fall 18-19 STPT cycle and related meetings on SPP planning, it was determined that the root cause for limited overall proficiency gains in 18-19 was due to the following factors. 1. Intervention block was determined to need to become responsive to the specific needs of the students at each grade level. More autonomy to determine stronger curricular support and strategies along with individualized procedural norms for regrouping and assessment may result in increased proficiency in order to address the challenges of individual students. We did not utilize a commercial intervention program across intermediate grades. 2. Aggressive long-range pacing calendar needs to be adjusted to ensure enough time is allocated to ensure proper coverage of standards. Discussion led to the need to continue monitoring and analyzing data to determine overall effectiveness. A consideration to help determine future needs was to see what occurs after the March deadline to complete the pacing cycle and to plan the next steps leading into the following school year. The goal is to push into the standards of the following grade as well as reteach the unmastered or challenging standards at that point in time. 3. Data from student and classroom progress monitoring system was developed and implemented for a majority of the school, but was not fully adopted by all stakeholders. This result is due to a lack of full understanding of how to utilize the data in order to drive instruction. More training for regular data monitoring needs to be developed and utilized on a regular and continuous basis by stakeholders. 4. Professional development, regular and on-going, was needed in a variety of areas based on individual staff needs (new and returning). The following areas require support: i-Ready, MAP, ELL strategies, peer observation (instructional rounds), classroom management, and Leader In Me. Also the amount of staff turnover has added to the need for revisiting past training and providing catch-up support in many of the best practices needed by this population base. 5. PLC
implementation of common assessments and how to develop appropriate next steps from this information was an area of need. Common assessments were implemented by PLC teams, but more training on effective PLC process was needed to support students and using data to drive the meetings continue to be an issue among all stakeholders. Student exposure to the format and/or rigor of the current assessment (MAP, i-Ready, SBAC, WIDA) environment was needed in order to enhance their preparation for high stakes testing. 6. Absenteeism and transiency are a chronic issue and has increased (Absenteeism grew from 19 to 29%; Transiency increased from 48 to 52%). Chronic absenteeism continues to be a challenge at Thomas. Site attendance policy is not effectively supporting the student population in reducing these issues. 7. Large class sizes in the intermediate grades continue to be an area of concern. The need to ensure more targeted, effective instructional support to meet the needs of the whole child in a smaller setting were a concern. 8. Special education subgroup under opportunity gaps (Limited AGP gains in reading and in math) demonstrated limited gains on the SBAC assessment. 9. NSPF Academic Achievement and Opportunity Gap growth indicate a need for continued data analysis and action step
implementation at the school, class, and individual student level. With the Special Education, African American, and ELL populations as the target groups. 10. Due to demographic shifts, cultural competency training and supports are needed to meet the community need with the increase of generational poverty. 11. Core instructional support and training for all new staff to the site over the last three years is needed. 12. Test structure and environment needs to be adapted for an optimal test experience. 13. Staff did not have enough opportunities for peer observations and debriefs of instructional practices.
Measurable Objective 1:
Decrease the achievement gap percentage points for proficiency in ELA between the Asian subgroup (33.20% in 18-19) and the African American (17.60% in 18-19) subgroup by 7% as measured by state summative assessments.
Measurable Objective 2:
Decrease the achievement gap percentage points for proficiency in Mathematics between the Asian subgroup (25.00%) and the African American (9.50%) subgroup by 7% as measured by state summative assessments.
Measurable Objective 3:
Increase the percent of English Learners proficient in English from 19.21% to 29.21% by 2020 as measured by ELPA.
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
2.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators:
1. Grade levels provided specific professional development curriculum training using the site-based intervention materials (considering new team members/Long Term Subs). RTI/Data Specialist will provide ongoing professional learning support to CTT staff with effective curricular
strategies/supports. AP will provide training to new staff using Explicit Phonics to be utilized during tiered instruction. Refers to RC 1. 2. SEIF will seek through the support of SSD, Inclusive Schools Practices (ISP) training to utilize special education resources more effectively. Related to RC 8. 3. Instructional coaches will provide professional development and support to grade levels with long-range curriculum planning and pacing revision through regular visits during PLC and long-range planning times. Refers to RC 2 & 4. 4. District personnel and Data Specialist will provide
professional development and support related to current site-based data systems (i.e., i-Ready's growth model) and how to use it for tracking on Data walls and student/staff goal setting. It will be used to assist in data-driven decision-making processes. 5. Instructional Coaches will provide direct support and training using the latest strategies with QTEL/ALCA, classroom management techniques, observation of lessons for feedback, and other related supports in order to assist teachers in the classroom. RBG3 Strategist will continue to provide MAP system support and PD for K-5. Data Specialist will continue to provide i-Ready system support and PD for K-5. Refers to RC 4. 6. Instructional coaches will provide professional development support to train staff on effective PLC implementation and vertical alignment considerations that need to be incorporated when planning for instruction. Refers to RC 5. 7. Utilize District resources in order to address staff behavioral training needs and cultural awareness (Trauma-based training, MTSS, PBIS) (RC 10) 8. Utilize Strategic Budget, Zoom, and Title (I & III) funding to provide after school training/substitutes for Tier I curriculum, EL strategies, cultural support, PLC, or TLIM. (RC 11).
1. A) Grade Level Chair & Members, Aug./Sept. 2019, Instructional Materials (Plans, Notes, related supports), General Funds; B) RTI/Data Specialist & CTT, Sept./Oct. 2019; Zoom & Title I & III Funds (RTI/Data Specialist, CTT positions) C) AP, Winter/Spring 2019-2020, General Funds 2. SEIF, Site Level Special Education Staff, District Level
Personnel; Ongoing; Special Education Funds, Title I Collaboration & General Budget 3. Instructional Coaches, PLC Meetings/Planning Meetings; Title I funds 4. RTI/Data Specialist & District Personnel; Aug. 2019-May 2020 ongoing support; Title I, General Funds 5. Zoom EL Personnel, Language Learner Strategist, Instructional Coaches, RTI/Data Strategist; STPT training days, General Supplies, site-based presentation technology; (RBG3, Title I) 6. Instructional Coaches, PLC Meetings/Planning Meetings; 7. SSD District Personnel, SEIF, or School Psychologist; District funding 8. District Personnel; Instructional Coaches, PLC
Meetings/Planning Meetings; Title I & Strategic Budget funds
1. STPT, SBCT, Staff trainings sign-ins, agendas, and/or meeting minutes/notes 2. STPT, SBCT, Staff
trainings/inservices/conference sign-ins, agendas, and/or meeting minutes/notes 3. Coaching Logs, Preparatory Times/Morning Meetings, Training materials, Observation Logs 4. Data Walls in Data Room, STPT/PLC meeting minutes & notes, RTI/Data Specialist data tracking charts/notes 5. STPT, SBCT, Staff trainings sign-ins, agendas, and/or meeting minutes/notes 6. Coaching Logs, Preparatory Times/Morning Meetings, Training materials, Observation Logs 7. STPT, SBCT, Staff meetings, Grade Level Staff trainings sign-ins, agendas, and/or meeting minutes/notes 8. STPT, SBCT, Staff trainings sign-ins, agendas, and/or meeting
minutes/notes
1. A) Aug./Sept. 2019, Grade Level Chair & Members; B) Sept./Oct. 2019, RTI/Data Specialist & CTT, (Zoom will cover the RTI/Data Specialist if becomes available, CTT positions contingent on Zoom Funds); C) Nov. through Feb. 2019-20, AP 2. SEIF, Student Service Division, Special Ed. Chair & Admin; Aug. 2019-Apr. 2020 3. Aug. 2019-May 2020 ongoing; Instructional Coaches & Administration 4. 2019-May 2020 ongoing support, STPT-Sept. 2019, Jan. 2020, May 2020; RTI/Data Specialist & Administration 5. Aug. 2019-May 2020; Zoom EL Personnel, Language Learner Strategist, Instructional Coaches, RTI/Data Strategist & Admin 6. Aug. 2019-May 2020 ongoing; Instructional Coaches & Administration 7. Oct. 2019-May 2020 ongoing; SEIF, School Psychologist, SSD 8. Aug. 2019-May 2020 ongoing; Instructional Coaches, District Personnel &
Administration
N/A
Comments:
Action Step Resources and Amount Needed List Artifacts/Evidence
Timeline and Position Responsible
Monitoring Status
1. Implement a target Attendance Remediation and Support program in order to provide chronic absentee students' families assistance. Provide aide in the form of site pantry and clothing closet, collaborate with community services to provide more food and basic needs supports to increase family participation in the school setting (Tied to Root Cause #6) 2. Implement Family Literacy and Math
trainings/parent workshops thru the site-based Light House Action & ZOOM EL, coordinating with the FACES Parent Center (Tied to Root Cause #9) 3. Implement The Leader In Me initiatives thru Light House/Action Teams in order to provide Leadership Day and related opportunities facilitated by students and staff for families and community members (Tied to Root Cause #9) 4. Implementation of Snack Time with Books program once monthly (Tied to Root Cause #9)
1. Counselor, School Social Worker, Light House Coordinator, Action Team Leader; Ongoing effort, Action Team Meetings, Home visits or regular contacts; Title I, General Funds, Community Supports: Nevada State Bank, Hilton Grand Vacation, monthly Pop Up Food Truck, Victory Church,Zoom Family Night materials, facility space, Zoom funding 2. Light House Coordinator, Action Team Leader; Ongoing effort, Action Team Meetings; Title I, General Funds, Community Supports: Nevada State Bank, Hilton Grand Vacation, monthly Pop Up Food Truck, Victory Church,Zoom Family Night materials, facility space, Zoom funding 3. Learning Strategist/Light House Coordinator & Action Team; bi-monthly planning meetings; Title I, General Budget 4. Librarian, monthly, books, snacks, Spread the Word Nevada
1. Attendance Infraction log sheets, parental notification forms, family meeting sign-in sheets, staff contacts on Infinite Campus. Family Support Tracking 2. TLIM Sign-in sheets, Action Team Meeting, FACES minutes/notes, photographs, Flyers 3. Sign-sheets, FACES flyers and trainings, admin notes 4. Photographs, Event Flyers, Parentlink communications, parent sign-in sheets and evaluations, social media updates, TLIM website Light House status tracking; newsletters
1. Aug. 2019-May 2020; Counselor, School Social Worker, Light House Coordinator, Action Team Leader 2. Aug. 2019-May 2020; ongoing Counselor, School Social Worker, Light House Coordinator, Action Team Leader 3. Aug. 2019-May 2020; Learning Strategist/Light House Coordinator & Action Team Leader 4. Sep. 2019-May 2020; Librarian & Spread The Word Nevada staff
N/A
Comments:
2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators:
1. Grade level teams will work with the leadership team to determine effective strategies and practices for students at varying instructional levels, in order to provide targeted support. Grade level teams will develop grade-specific procedural norms for staff curriculum training, regrouping, and assessing of all Den students, to ensure a more flexible and rapid support system for all students. The site purchased Voyager Passport, a commercial intervention program to ensure a research-based curriculum is being used with students in grades 3-5. Data Specialist will continue supporting grade levels with Den roster management and deployment of CTT assets. Title I Learning Strategist & CTT staff to support all tiers of instruction continues to be a necessity to support the achievement of all students. 2. K-5 staff continues to monitor and track student progress to determine the need to modify long-range plans, to ensure adequate instruction of the curriculum. Staff will continue with the development and implementation of an aggressive pacing calendar, using the previous year’s long-range plans, to ensure high expectations and exposure to standards prior to high stakes testing season. Data Specialist and Instructional Coaches will collaborate with grade teams using the end of year data, to modify instructional pacing and long-range plans to ensure appropriate mastery of standards. 3. Instructional Coaches will provide direct support and training using the latest strategies, preparing students for standardized testing/bench-marking, classroom management
techniques, observation of lessons for feedback, and other related supports in order to assist teachers in the classroom. RBG3 Strategist will continue to provide MAP system support and PD for K-5. RTI/Data Specialist will continue to provide i-Ready system support and PD for K-5. 4. PLC teams will engage in vertical alignment analysis to ensure a common understanding of how instructional standards develop and build over time. Data Specialist and Instructional Coaches will support grade levels in the refinement of grade-level common assessment binders. Data Specialist will continue to provide grades 2-5 with common assessment support using the i-Ready Standards Mastery feature. 5. Add class-size reduction position to grades 4 and/or 5 in order to address instructional and behavioral needs and factors of high needs students. 6. Implement the Inclusive Schools Practices Model (ISP) to utilize special education resources more
effectively. For scheduling, deployment of sped staff and delivery models (parallel, co-teaching, etc) 7. Data Specialist and administrators will facilitate Structured Teacher Planning Time and RTI data review meetings with staff in a smaller intimate setting, held regularly to assist in
determining corrective measures throughout the year for all students, including the ELs. 8. Data Specialist and administrators will revise standardized testing structures to meet optimal testing conditions for students.(Meets RC 12) 9. Implement system to monitor practices using peer observation and debrief in an instructional rounds model. (Meets RC 13)
1. A) Grade Level Chair & Members, Aug./Sept. 2019, Instructional Materials (Plans, Notes, related supports), General Funds; B) RTI/Data Specialist & CTT, Sept./Oct. 2019; Zoom & Title I & III Funds (RTI/Data Specialist, CTT positions) C) AP, Fall 2019, General Funds 2. Instructional Coaches, PLC Meetings/Planning Meetings; Title I funds 3. Zoom EL Personnel, Language Learner Strategist, Instructional Coaches, RTI/Data Strategist; STPT training days, General Supplies, site-based presentation technology; (RBG3, Title I) 4. Instructional Coaches, PLC Meetings/Planning Meetings; Title I funds 5. Grade 4; Title I budget; Grade 5 Discretionary 6. SEIF, Site Level Special Education Staff, District Level Personnel; Ongoing; Special Education Funds, Title I Collaboration & General Budget 7. Full-Day substitutes, RTI/Data Strategist and Admin, Title I funding and General Funds 8. Lead Team, Site Funded 9. Lead Team, GLC, Site Funded
1. Thomas ES instructional schedule, CTT timesheets and daily schedule, Title I Learning Strategist daily schedule, student grouping records, administrator observations during intervention block, written feedback on
observations, Grade level developed procedures and norms, Den Time roster and progres monitoring information and data 2. STPT, Data Analysis Meetings, PLC agendas/minutes, administrator observational notes; Long Range Plans 3. STPT, SBCT, Staff
trainings/inservices/conference sign-ins, agendas, Strategist schedule/logs, and/or meeting minutes/notes 4. PLC Team minutes/agendas, grade level assessment binders 5. Class rosters and related data tracking information 6. Inservice/training notes, STPT agendas/minutes, master schedule 7. STPT, Data Analysis Meetings, PLC
agendas/minutes, administrator observational notes; RTI student records, progress monitoring data 8. Test scheduling, STPT feedback and notes 9. Classroom walks (instructional rounds); meetings, observation notes/tracking sheets
1. A) Aug./Sept. 2019, Grade Level Chair & Members; B) Sept./Oct. 2019, RTI/Data Specialist & CTTs; C) Nov. through Feb. 2019-20 2. Aug. 2019-May 2020 ongoing; Instructional Coaches & Administration 3. Aug. 2019-May 2020 ongoing; Instructional Coaches, RTI/Specialist, & Administration 4. Aug. 2019-May 2020 ongoing; Instructional Coaches, RTI/Specialist, & Administration 5. Aug. 2019-May 2020 ongoing; Administration 6. SEIF, Special Ed. Chair & Admin; Aug. 2019-Apr. 2020 7. Aug. 2019-May 2020 ongoing;
RTI/Specialist, & Administration 8. Aug. 2019-Dec. 2019 ongoing; Lead Team &
Administration 9. Aug. 2019-May 2020 ongoing; GLC, Lead Team & Administration
N/A
Comments:
2.4 Other (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: Continue to increase the quality and effectiveness of PLC
meetings and implement new STPT collaboration system, focusing on the achievement of all students. Zoom Pre-k, class size reduction in K-3 grade, Zoom Reading Center, Zoom extended day, Zoom kinder curriculum
Licensed teachers, common prep schedule, NVACS Zoom funds: Staffing, extended day, strategist, i-Ready, tutoring
PLC and STPT meeting agendas, meeting minutes, Email communication from PLC facilitator, Data strategist, and/or participants, administrator observation notes, student data outcomes MAP Data, WIDA, Zoom Kinder assessments, Imagine Learning reports, iReady
Weekly: Grade-Level chair and/or PLC facilitator, Data strategist, and administration Zoom facilitators, CTTs, Zoom strategist, Administration (Aug 2019-May 2020)
N/A
Comments:
COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 3
Based on the CNA, identify all that apply: ☑ General Education ☑ FRL ☑ ELL ☑ IEP ☐ Other
Priority Need/Goal 3:
Increase the percentage of school-based personnel trained in cultural competency.
Root Causes:
There is a need for continuous training in the area of cultural competency as evidenced by the District student achievement gap data. Also noted that there was a need to develop best practices and skills to promote positive interactions between staff, students, community members, and families.
Measurable Objective 1:
The school will continue to implement the Leader in Me process based on Stephen Covey's work related to the habits of highly effective people, working towards achieving Light House Status.
Measurable Objective 2:
The staff will continue participate in district and site training to meet the needs of the diverse student population.
Monitoring Status
N/AACTION 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. Staff will continue to receive The Leader In Me (TLIM) professional development and coaching. 2. A Student Success Advocate (SSA), Language Learner Strategist (LLS) and Zoom ELL personnel will be identified to ensure training provided from the ELL department is disseminated among the staff. 3.Lighthouse Team and Action Teams will receive continued formal coaching throughout year. 4. TLIM Attendance Action Team members, coordinating with the school counselor and school social worker, will research and provide continuous site professional development regarding effective attendance interventions and supports. 5. TLIM On-boarding Action Team members will develop a structured training and support system to utilize with new staff to the school, either at the beginning of the year, or any new hires throughout the school year. Assign Action Team under TLIM structure to address new staff on-boarding supports with support from the Lighthouse Coordinator in facilitating the assigning of Chair/Co-Chair. Team will research and implement effective strategies to provide professional learning and continuous support for all new staff.
1. TLIM Trainers and training, Leader In Me Lighthouse Team, Yearly online
access/membership fee; General Budget, Title I funds, Community Partners 2. SSA, LLS & Zoom ELL personnel, on-going, presentation materials, ELL/Zoom, Title I 3. TLIM Coaching/Trainers, on-going, TLIM related supplies, General Budget, Title I funds, Community Partners 4. Counselor, School Social Worker, TLIM Action Team, on-going, General Budget, Title I funds, District Grant for School Social Worker 5. Light House/Title I Learning Strategist & Action Teams, on-going; General Budget, Title I funds
1. Staff sign-in sheets, training agendas, Leader In Me resources 2. Agenda meeting notes, presentation materials, sign-in sheets, admin observational notes 3. Coaching notes/minutes; sign-in sheets 4. TLIM Action Team minutes/agendas, counselor/social worker notes, training materials and supplies, procedural notes 5. Light House & Action Team minutes/agendas, coaching tracking logs
1. Aug 2019-May 2020: Light House Coordinator/Title Learning Strategist, Admin 2. Aug 2019-May 2020: SSA, LLS, & Title Learning Strategist, Admin 3. Aug 2019-May 2020: Light House Coordinator/Title Learning Strategist, Admin 4. Aug 2019-May 2020: Counselor, School Social Worker 5. Aug 2019-May 2020: Light House Coordinator/Title Learning Strategist, Admin
N/A
Comments:
Action Step Resources and Amount Needed List Artifacts/Evidence
Timeline and Position Responsible
Monitoring Status
3.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1. Utilize students in leadership roles based on the principles
of the Leader in Me at various events, new student arrivals as greeters, and classroom greeters, expanding it into other identified roles, school-wide/classroom levels. 2. Refine the current higher levels of training for the TLIM components with a focus on following Light House expectations. 3. Implement Leadership Day and other family opportunities/events along with Action Teams. 4. Implement the Student Led Action Team.
1. Identified student leaders, student council supporters; on-going; general resources and meeting times; Title I, General Funds 2. Students, staff, TLIM website, TLIM resources, General Budget funding, Business partner funding 3. Students, staff, TLIM website, TLIM resources, General Budget funding, Business partner funding
1. Flyers, photographs, admin observational notes, minutes, agendas, materials and supplies. 2. Training minutes/agendas, admin observational notes 3. Photographs, flyers, meeting notes/agendas
1. August 2019 - May 2020: TLIM Lighthouse Team, Franklin-Covey Coach, Administration. 2. August 2019 - May 2020: TLIM Lighthouse Team, Staff, Students, Admin 3. August 2019 - May 2020: TLIM Lighthouse Team, Staff, Students, Admin
N/A
Comments:
3.3 Curriculum/Instruction/Assessment (Required)
Continuation From Last Year: Yes
NCCAT-S Indicators:
1. A Lighthouse Team and Action Teams will continue to guide the school in implementation of The Leader in Me practice. 2. Teachers will continue
implementation of the principles of The Leader in Me in the classroom. 3. Lighthouse Team and Action Teams will meet monthly and develop their own targeted supports for the school-wide culture and climate in support of the social, emotional, and academic needs of all students. 4. TLIM Action Team members will research and implement a student-centered intrinsic motivation system with immediate and authentic celebration strategies and activities. 5. TLIM Action Team Lighthouse will enhance Action Teams under TLIM structure to increase student and staff participation with the goal of becoming a LIght House identified school.
1. Lighthouse Team members, Title I Learning
Strategist, Action Team members, administration, TLIM resources; General funds, Title I, Community Partners 2. Lighthouse Team members, licensed teachers, students, TLIM resources, TLIM website and online access, training materials; Title I, General Funds, Community Partners 3. Lighthouse Team members, licensed teachers, students, TLIM resources, TLIM website and online access, training materials; Title I, General Funds, Community Partners 4. Lighthouse Team members, licensed teachers, students, TLIM resources, TLIM website and online access, training materials; Title I, General Funds, Community Partners 5. Lighthouse Team members, licensed teachers, students, TLIM resources, TLIM website and online access, training materials; Title I, General Funds, Community Partners
1. Agendas, minutes from meetings, sign-in sheets 2. Classroom observations, pre- and post-conference discussion 3. Agendas, minutes from meetings, sign-in sheets, individual student goal examples to be collected by admin 4. Action Team & Light House Team Agendas, minutes from meetings, sign-in sheets 5. Action Teams uploading evidence towards Light House status on a regular basis onto the LIM website.
1. September 2019 - May 2020: Light House Team Leader/Title Learning Strategist, Action Team Chair,
administration 2. November 2019 - May 2020: Light House Team Leader/Title Learning Strategist, Action Team Chair, administration 3. November 2019 - May 2020: Light House Team Leader/Title Learning Strategist, Action Team Chair, administration 4. November 2019 - May 2020: Light House Team Leader/Title Learning Strategist, Action Team Chair, administration 5. November 2019 - May 2020: Light House Team Leader/Title Learning Strategist, Action Team Chair, administration
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)
Zoom Funding Tentative
Total funding for Zoom schools. Funding will provide for Pre-K half days, 4 days a week, Full Day Kindergarten, Reading Skills Center, Extended school day, Professional Development, Recruitment/Retention Initiatives, and Family Engagement Opportunities.
Goals 1, 2 and 3
Title III $21,675 Providing targeted support to newcomer and language deficient students (reading and language intervention). Pending approval. Goals 1 and 2 Title I $417,231.00 Licensed Staff-Strategist w/ Data; Strategist w/ Students; CSR 5th Grade; Support Staff extra hour; 4 CTTS 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.
Effective, highly-qualified teachers are identified through district and site-based resources. Often, teachers are groomed from within by serving in other school-based positions first. For example, some of the current teachers were previously CTTs while they finished earning their degrees. Others served in long-term substitute positions or were hosted as ARL students prior to taking full-time teaching positions on staff. Current staff members also encourage potential candidates to apply for positions at Thomas ES. A new teacher support system is used to attract, develop, and retain staff. New teachers receive an on-site mentor to support them in learning about the day-to-day operations, procedures, and structures of the school. In addition, learning strategists provide instructional coaching, assistance with data tracking, RTI support, and more. Finally, opportunities exist for teachers to earn additional funds through extended day support funded from ZOOM funding sources while school events and functions help teachers build relationships with each other beyond work. An active social committee has established regular after school social meetings, during school staff luncheons, recognition of staff birthdays and monthly birthday celebrations, and other various activities tied to a holiday theme throughout the year. Also, training provided from The Leader In Me initiative helps promote self-improvement skills along with staff participation.
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.
The FACES Family Center is located on campus and offers a multitude of services to families, including, but not limited to adult computer classes, English classes offered through Rosetta Stone, parenting classes, curricular support materials, etc. Families and students from preschool to high school are offered academics and community resources in both English and Spanish. Numerous other opportunities for families to engage in the Thomas community include participation in monthly School Organizational Team (SOT) meetings, Snack Time with Books, Bear Garden Club weekly events, weekly parent workshops, and school and PTO-Sponsored events such as family board games, dances, holiday themed activities, and movie nights. Refugee families are provided support through the use of interpreters from ZOOM ELL department for various parental informational meetings, student visits in classrooms, and during parent teacher conferences/meetings. In addition, parents are able to access information related to student grades and attendance through the Infinite Campus Parent Portal. Parents are strongly encouraged to volunteer their time in the classroom assisting teachers, or in other areas across campus such as the lunchroom. After School All Stars was provided to encourage student participation in afterschool activities and homework/site-software initiative supports.
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.).
Prekindergarten students are invited to visit the school during the Spring Early registration season in order to recruit as many early childhood prekinder students into the Zoom Prekindergarten programs. In spring, prekindergarten students and families tour existing kindergarten classrooms. They meet the kindergarten teachers and attend an orientation. In fifth grade, classes are departmentalized to help students become familiar with having different teachers for different subject areas, as well as learning how to move between classrooms. Fifth-grade students take a field trip tour of the middle school which helps them learn what to expect as they move into the secondary level. The middle school counselor also visits the fifth-grade classes to familiarize them with scheduling of classes as well as other necessary information they need to know in order to prepare for their middle school experience. Fifth graders also are encouraged to participate in District magnet programs through assemblies and information distributed on campus.
4. Identify the measures that include teachers in decisions regarding the use of academic assessments.
The administration, teaching staff, and other site-based leaders met to determine which assessments to utilize for various purposes. In order to monitor student progress, the school uses the Kindergarten Zoom Assessment and i-Ready, MAPS, and MYon along with elements of the AIMSweb data sources and/or DIBELs to measure student progress. Grade levels construct formative and summative assessments during weekly PLC meetings in order to determine progress on specifically identified challenging standards from review of previous data sources or known trend data in order to increase targeted support. Summative data is provided by the Smarter Balanced Assessment, while Imagine Learning and WIDA assesses the language proficiency level of our ELL students. Formative assessment data is collected through common, grade-level assessments developed through PLC/STPT meetings and reviewed on a regular basis at appropriate times. STPT meetings are held three times a year during fall, winter, and spring sessions and is used to track student progress an assist in placement into intervention blocks, Zoom Ready Center usage, and classroom small group instruction. RTI data is also monitored regularly with support for the classroom teacher with an RTI Data strategist to provide monitoring and related supports.
5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement efforts
A variety of resources and services are coordinated to promote school improvement and student achievement. The Instructional Design and Professional Learning Division provides Read By Three literacy training to a lead team of teachers, so that they can then re-deliver the information to the staff for implementation purposes. The Zoom initiative supplies additional literacy support in the form of early childhood programs, a Reading Center which supports vocabulary and literacy development, and extension of the regular school day for additional support to all students. A Social Worker grant provided a full-time Safe School Professional (SSP) to assist in providing additional supports to students and families. The SPP works in close relationship with the
school counselor to meet the behavioral needs of students and any other familial needs that occur. In addition, Hope Squared funds a social worker one day per week to extend the family support the school is able to offer. The District's FACES program supports families in integrating into the school setting and learning how to navigate the educational system. They provide educational supports in the form of English online classwork, parenting classes, and more. The school participates in the Truancy Diversion Program to support families of students who have been identified with attendance challenges. Currently, Thomas ES receives a great deal of support from the ELL Department due to the large number of refugee students on campus, as well as their participation in the Cohort A group. Title I continues to provide support via funding for additional staff members, intervention supports, computer resources, family resources, and more.
Plan for improving the school climate
Goal:
Improve the amount of instructional materials and basic supplies at the school in order to reduce the level of staff disatisfaction from 55% to 45%.
Action Plan: How will this plan improve the school climate?
This will ensure the staff is provided with the materials and resources needed to improve student performance across grade levels. This will lead to staff having to obtain materials and resources from other sources outside of the school.
Monitoring Plan: How will you track the implementation of this plan?
Will review staff orders, ensure supplies are enhanced and provided to staff with access more supplies on monthly basis.
Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?
APPENDIX A - Professional Development Plan
1.1
1. Grade levels provided specific professional development curriculum training using the site-based intervention materials (considering new team members/Long Term Subs). RTI/Data Specialist will provide ongoing professional learning support to CTT staff with effective curricular strategies/supports. AP will provide training to new staff using Explicit Phonics to be utilized during tiered instruction. Refers to RC 1. 2. SEIF will seek through the support of SSD, Inclusive Schools Practices (ISP) training to utilize special education resources more effectively. Related to RC 8. 3. Instructional coaches will provide professional development and support to grade levels with long-range curriculum planning and pacing revision through regular visits during PLC and long-range planning times. Refers to RC 2 & 4. 4. District personnel and Data Specialist will provide professional development and support related to current site-based data systems (i.e., i-Ready's growth model) and how to use it for tracking on Data walls and student/staff goal setting. It will be used to assist in data-driven decision-making processes. 5. Instructional Coaches will provide direct support and training using the latest strategies with QTEL/ALCA, classroom management techniques, observation of lessons for feedback, and other related supports in order to assist teachers in the classroom. RBG3 Strategist will continue to provide MAP system support and PD for K-5. Data Specialist will continue to provide i-Ready system support and PD for K-5. Refers to RC 4. 6. Instructional coaches will provide professional development support to train staff on effective PLC implementation and vertical alignment considerations that need to be incorporated when planning for instruction. Refers to RC 5. 7. Utilize District resources in order to address staff behavioral training needs and cultural awareness (Trauma-based training, MTSS, PBIS) (RC 10) 8. Utilize Strategic Budget, Zoom, and Title (I & III) funding to provide after school training/substitutes for Tier I curriculum, EL strategies, cultural support, PLC, or TLIM. (RC 11).
Goal 1 Additional PD Action Step (Optional)
2.1
1. Grade levels provided specific professional development curriculum training using the site-based intervention materials (considering new team members/Long Term Subs). RTI/Data Specialist will provide ongoing professional learning support to CTT staff with effective curricular strategies/supports. AP will provide training to new staff using Explicit Phonics to be utilized during tiered instruction. Refers to RC 1. 2. SEIF will seek through the support of SSD, Inclusive Schools Practices (ISP) training to utilize special education resources more effectively. Related to RC 8. 3. Instructional coaches will provide professional development and support to grade levels with long-range curriculum planning and pacing revision through regular visits during PLC and long-range planning times. Refers to RC 2 & 4. 4. District personnel and Data Specialist will provide professional development and support related to current site-based data systems (i.e., i-Ready's growth model) and how to use it for tracking on Data walls and student/staff goal setting. It will be used to assist in data-driven decision-making processes. 5. Instructional Coaches will provide direct support and training using the latest strategies with QTEL/ALCA, classroom management techniques, observation of lessons for feedback, and other related supports in order to assist teachers in the classroom. RBG3 Strategist will continue to provide MAP system support and PD for K-5. Data Specialist will continue to provide i-Ready system support and PD for K-5. Refers to RC 4. 6. Instructional coaches will provide professional development support to train staff on effective PLC implementation and vertical alignment considerations that need to be incorporated when planning for instruction. Refers to RC 5. 7. Utilize District resources in order to address staff behavioral training needs and cultural awareness (Trauma-based training, MTSS, PBIS) (RC 10) 8. Utilize Strategic Budget, Zoom, and Title (I & III) funding to provide after school training/substitutes for Tier I curriculum, EL strategies, cultural support, PLC, or TLIM. (RC 11).
Goal 2 Additional PD Action Step (Optional)
3.1
1. Staff will continue to receive The Leader In Me (TLIM) professional development and coaching. 2. A Student Success Advocate (SSA), Language Learner Strategist (LLS) and Zoom ELL personnel will be identified to ensure training provided from the ELL department is disseminated among the staff. 3.Lighthouse Team and Action Teams will receive continued formal coaching throughout year. 4. TLIM Attendance Action Team members, coordinating with the school counselor and school social worker, will research and provide continuous site professional development regarding effective attendance interventions and supports. 5. TLIM On-boarding Action Team members will develop a structured training and support system to utilize with new staff to the school, either at the beginning of the year, or any new hires throughout the school year. Assign Action Team under TLIM structure to address new staff on-boarding supports with support from the Lighthouse Coordinator in facilitating the assigning of Chair/Co-Chair. Team will research and implement effective strategies to provide professional learning and continuous support for all new staff.
Goal 3 Additional PD Action Step (Optional)
