Nevada Department of Education
Antonello, Lee ES 2015-2016 Clark County School District
School Performance Plan
School Name Antonello, Lee ES
Address (City, State, Zip Code, Telephone): 1101 W Tropical Pkwy N Las Vegas, NV 89031-1450, (702) 799-8380
Superintendent/Assistant Chief:
Pat Skorkowsky / Kim Mangino
For Implementation During The Following Years:
2015-2016
The Following MUST Be Completed:
Served
Title I Status:
NA
Designation: Elementary
Grade Level Served:
3 Star
Classification:
Initial
NCCAT-S:
*1 and 2 Star Schools Only:
Please ensure that the following documents will be available upon request
☐ Use of Core Instructional Materials
☐ Scheduling
☐ Model School Visits
Members of Planning Team * ALL Title I schools must have a parent on their planning team that is NOT a district employee. Name of Member Tonya Bostic Michele Cobb Stacy DeVoid Jennifer Leggett Tina Laureano Lammel Szeitz
Last Date Review/Revised By Planning Team - 01/28/2016
Position Parent AP 1 3 5 Art
Name of Member Domenic Russo Stacey Crow Stephanie Mattson Dara Talton Stacey Hardin Kelly O'Leary
Page 1
Position Principal K 2 4 Pre-K K
Nevada Department of Education - June 2015
Nevada Department of Education
Deb Faltinosky
Last Date Review/Revised By Planning Team - 01/28/2016
Antonello, Lee ES 2015-2016 Clark County School District
Counselor
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Nevada Department of Education - June 2015
Nevada Department of Education
Antonello, Lee ES 2015-2016 Clark County School District
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 Nevada School Performance Framework (NSPF) NA NA NA NA Other: AIMSWeb Other: STAR
English Language Learner (ELL) Data Nevada School Performance Framework (NSPF) NA NA NA NA Other: ST Math Other:
Special Education Data Nevada School Performance Framework (NSPF) NA NA NA NA Other: Other:
Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process. Goal 1 Strength: Upon analyzing Fall Benchmark RCBM data, 2nd grade students increased 9.6 % and 3rd grade students increased 11.9% from 2013-2015. Areas to Target: 49% of Kindergarten students are not meeting benchmark based on the letter sound/name fluency assessment as of Fall 2015. (ADD nonsense word fluency data from Winter/Spring benchmark) 30% of first grade students, 50% of second grade students, and 49% of third grade students are below benchmark based on Fall 2015 STAR data. 37% of second grade students and 47% of third grade students were below the 50th percentile according to RCBM Fall 2015 Benchmark. Goal 2 Strengths: Reading: 44% are above benchmark (155 students) in 2nd - 5th grade are at or above the benchmark target based on Fall 2015 STAR assessment data. Math: 50% of teachers in each grade level are meeting the district average of completion in ST Math. Areas to Target: Reading: There was a decrease of 14% of students meeting benchmark in 2nd-5th grade based on Fall 2015 STAR Assessment data. Math: All grade levels are under the 90 minute per week target for implementation based on Fall ST Math data. New statewide summative assessment data is unavailable at this time, however previously analyzed data identified: Positive Trends: A comparison of 2013 and 2014 NSPF Growth Data for ELA reveals gains were made in all subpopulations: IEP (+24%) ELL (+17%), FRL (+18%), Black (+3%), Hispanic (+19%), Two or more races (+9%), White +3%). Gains were also reported in the MGP (+14%), and for students in the Catching Up (+6%), Keeping Up (+6%) Moving Up (+14%) categories. These gains can be attributed to ongoing professional development on effective instructional practices and student engagement, and implementation of curricular materials that meet the rigor and complexity of the NVACS. Areas of Concern: Analysis of ELA Achievement Data reveals significant gaps in the % proficient between the highest subpopulation, White (73%), and the % proficient for the following subgroups: Two or More Races (63%), Black (49%), FRL (61%), ELL (15%), IEP (24%), Hispanic (67%). 3-year trend data for ELA shows a 3% decrease in the percent of students scoring proficient from 2012 to 2014: grade three (- 6%), grade 4 (-6%). Math Growth Data shows gains for subpopulations ELL (+6%) and Black (+3%), and decreases for IEP (-5%) FRL (-5%), Black (-7%), Hispanic (-20%), Two or More Races (-11%), White (-23%). 3-year trend data for math shows a 7% decrease in the percent of students scoring proficient from 2012-to 2014: grade three (-14%), grade 4 (-1%). Grade 5 data was not available for 2014; based on grade 4 data only, overall decreases were reported in Math MGP (-13%), Keeping Up (-19%), and Moving Up (-11%).
Last Date Review/Revised By Planning Team - 01/28/2016
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Nevada Department of Education - June 2015
Nevada Department of Education
Antonello, Lee ES 2015-2016 Clark County School District
COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 1 Based on the CNA, identify all that apply:
☑ General Education
☑ FRL
☑ ELL
☑ IEP
☐ Other
Priority Need/Goal 1: Increase Grade 3 proficiency rates in reading. Root Causes: Inconsistent curriculum materials implemented throughout the school and professional development was not organized in way to provide the same material to the entire staff. Measurable Objective 1: Increase the percent of 3rd grade students proficient in reading from 53% to 58.4% by 2016 as measured by state assessments. Measurable Objective 2: Increase the percent of all students proficient in reading from 66% to 71% by 2016 as measured by NSPF. Measurable Objective 3: Increase the percent of kindergarten students meeting benchmark from 51% to 80% as measured by the Fall and Spring AIMSWeb Letter Sound Fluency. Measurable Objective 4: Increase the percent of students proficient in grades 1 -5 to 70% (at or above benchmark) as measured by the STAR assessment.
Monitoring Status N/A
ACTION PLAN
Action Step (please only list one action step per box)
MONITORING PLAN
Resources and Amount Needed for Implementation (people, time, materials, funding sources)
1.1 Professional Development (Required) Teachers will receive coaching and direct instruction on effective instructional practices utilizing 1) Teach Like a Champion (Lemov strategies) 2) CHAMPS 3) Phonics strategies 4) Flying Start
Exemplars and Instructional materials (Title 1 funds, school generated funds, CCSD instructional funds) - Aug/Sept 2015 Professional development in effective instructional practices (Title 1 Funds) Monthly Sept-Dec
List Artifacts/Evidence of Progress:
List Timeline, Benchmarks, and
Monitoring
Information (Data) that will verify the action step is in progress or has occurred.
Position Responsible
Status
Continuation From Last Year: No - Pre-survey data from teachers. - Observation data will be used to determine if coaching and staff development are bringing about changes in instructional practice. - Lesson plans - Professional development agendas - student achievement data
NCCAT-S Indicators: Lesson Plan Check - Weekly and Observations - Monthly by Administration PD Agendas - Monthly, September - December Administration /Instructional Coach / K-3 Teachers
On Task
Comments: Teachers are putting forth the effort of implementation. Staff has not met mastery at these strategies. Last Date Review/Revised By Planning Team - 01/28/2016
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Nevada Department of Education - June 2015
Nevada Department of Education
Antonello, Lee ES 2015-2016 Clark County School District
Monitoring Action Step
Resources and Amount Needed
List Artifacts/Evidence
Timeline and Position Responsible Status
Continuation From Last 1.2 Family Engagement (Required)
NCCAT-S Indicators: Year: No
1) Family Night will be held in March. 2) Use a Facebook Page to communicate with families 3) Newsletters 4) Website
Family Nights - November and January (Title I), Parent Workshops - bi-monthly, Weekly update calls, Nightly homework assignments, website classroom instruction supports and homework, monthly newsletter
Parent contact logs Family night agendas
Family Night Agendas - November and January, Parent Contact Logs - monthly collected by Administration
Met
Comments: 1.3 Curriculum/Instruction/Assessment (Required) Amplify ELA curriculum materials K-3 & 5 and effective instructional practices such as Kagan, gradual release, differentiated instruction, and Lemov strategies will be implemented with fidelity by all teachers in grades K-5.
Continuation From Last Year: No
Amplify CKLA Units for grades K-3 and 5 (Title I and PZ funds), Instructional Coach, Kagan Coach (with release time funded by Title I), Lemov Strategies Coach (with release time funded by Title I), extra hours and iPads to assist students in the classroom (Title I), Lexia tutorial software (Title1)
Student growth will be closely monitored during weekly PLC meetings,; formative and summative data will be utilized to determine appropriate instruction for each student. Lesson plans and observation data also collected.
NCCAT-S Indicators: AIMSweb and classroom formative assessment monitored during PLCs - weekly by Teachers Lesson Plan Check - Weekly and Observations - Monthly by Administration
On Task
Comments: Implementation is happening k-5 and staff is still working toward professional mastery. 1.4 Other (Optional) Certified Temporary Tutors will work with students "Approaching" standards.
CTTs (funded by PASS), Lexia (Title I), Netbooks for collection and storing of student data (Title I)
Continuation From Last Year: No RTI meeting notes, student AIMSweb data analysis, teacher data
NCCAT-S Indicators: RTI meeting notes, student AIMSweb data analysis, teacher data - weekly collected by RTI team three times per year.
Comments: The teachers like it, we need more CTTs to help focus on each grade level.
Last Date Review/Revised By Planning Team - 01/28/2016
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Nevada Department of Education - June 2015
Met
Nevada Department of Education
Antonello, Lee ES 2015-2016 Clark County School District
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. Root Causes: Inconsistent curriculum materials implemented throughout the school and professional development was not organized in way to provide the same material to the entire staff. Measurable Objective 1: Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 15.6 to 13.6 by 2016 as measured by state assessments. Measurable Objective 2: Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 19.7 to 16.8 by 2016 as measured by state assessments. Measurable Objective 3: Increase the number of teachers in each grade level meeting or exceeding the district average of ST Math completion from 50% to 100%. Measurable Objective 4: Increase the percent of students proficient in grades 1 -5 to 70% (at or above benchmark) as measured by the STAR assessment.
Monitoring Status N/A
ACTION PLAN
Action Step (please only list one action step per box)
MONITORING PLAN
Resources and Amount Needed for Implementation (people, time, materials, funding sources)
List Artifacts/Evidence of Progress:
List Timeline, Benchmarks, and
Monitoring
Information (Data) that will verify the action step is in progress or has occurred.
Position Responsible
Status
2.1 Professional Development (Required) Teachers will receive coaching and direct instruction on effective instructional practices, such as 1) Strategies for Differentiated Instruction PD 2) Training ST Math 3) Phonics and comprehension strategies
Continuation From Last Year: No
1) Coach 2) expert staff 3) Amplify (General Funds $16,000) 4) Great Habits-Great Readers Exemplars, printers and Instructional materials (Title I funds, school generated funds, CCSD instructional budget) - Aug/Sept 2014 Professional development in effective instructional practices (Title I Funds for substitutes) Monthly Sept-Dec
Observation data will be used to determine if coaching and staff development are bringing about changes in instructional practice. Lesson plans Professional development agendas
NCCAT-S Indicators: Lesson Plan Check - Weekly and Observations - Monthly by Administration PD Agendas Monthly, September - December Administration /Instructional Coach / K-3 Teachers
Met
Comments: Last Date Review/Revised By Planning Team - 01/28/2016
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Nevada Department of Education - June 2015
Nevada Department of Education
Antonello, Lee ES 2015-2016 Clark County School District
Teachers are working on this area and are still working to meet mastery.
Action Step
Resources and Amount Needed
Timeline and Position
Monitoring
Responsible
Status
List Artifacts/Evidence
Continuation From Last 2.2 Family Engagement (Required)
NCCAT-S Indicators: Year: No
Interactive homework assignments that involve parents • Workshops on topics that families suggest and that support their personal needs • Regular update calls from teachers about accomplishments, progress, and problems encountered by students
Family Nights - November and January (Title I), Parent Workshops - bi-monthly, Weekly update calls, Nightly homework assignments, website classroom instruction supports and homework, monthly newsletter
Parent contact logs Family night agendas
Family Night Agendas November and January, Parent Contact Logs - monthly collected by Administration
On Task
Comments: We have had a struggle gaining home support through the interactive projects. Contacts are happening but there is frustration on home completion. 2.3 Curriculum/Instruction/Assessment (Required) Teachers implement effective instructional practices such as Kagan, gradual release, differentiated instruction, and Lemov strategies will be implemented with fidelity by all teachers in grades K-5.
Continuation From Last Year: No
Instructional Coach, Kagan Coach (with release time funded by Title I), Lemov Strategies Coach (with release time funded by Title I), extra hours and iPads to assist students in the classroom (Title I), Investigations materials and SMART Boards, ST Math (Title I), ST math tutorial software (Title1)
Student growth will be closely monitored during weekly PLC meetings,; formative and summative data will be utilized to determine appropriate instruction for each student. Lesson plans and observation data also collected.
NCCAT-S Indicators: AIMSweb and classroom formative assessment monitored during PLCs weekly by Teachers Lesson Plan Check - Weekly and Observations Monthly by Administration
On Task
Comments: 2.4 Other (Optional) Certified Temporary Tutors will work with students "Approaching" standards.
CTTs (funded by PASS), Lexia (Title I), Netbooks for collection and storing of student data (Title I), ST Math (Title I)
Continuation From Last Year: No RTI meeting notes, student AIMSweb data analysis, teacher data
NCCAT-S Indicators: RTI meeting notes, student AIMSweb data analysis, teacher data - weekly collected by RTI team
Comments:
Last Date Review/Revised By Planning Team - 01/28/2016
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Nevada Department of Education - June 2015
Met
Nevada Department of Education
Antonello, Lee ES 2015-2016 Clark County School District
COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 3 ☐ General Education
Based on the CNA, identify all that apply:
☐ FRL
☐ ELL
☐ IEP
☑ Other
Priority Need/Goal 3: Increase staff members’ knowledge and skills related to cultural competency that are needed to meet the instructional needs of diverse learners. Root Causes: Staff have not been trained in cultural competency. Measurable Objective 1: By April 2016, 100% of teachers will participate in mandatory cultural competency training as provided by administration and designated staff.
Monitoring Status N/A
ACTION PLAN
MONITORING PLAN
Resources and Amount Needed for
Action Step (please only list one action step per box)
Implementation (people, time, materials, funding sources)
3.1 Professional Development (Required) Teachers will participate in District mandated cultural competency training.
List Artifacts/Evidence of Progress:
List Timeline, Benchmarks, and
Information (Data) that will verify the action step is in progress or has occurred.
Position Responsible
Continuation From Last Year: No
Professional development by Equity and Diversity personnel and designated staff members.
Agendas and sign in sheets
Monitoring Status
NCCAT-S Indicators: November Staff Development Day
N/A
Comments: Action Step
Resources and Amount Needed
3.2 Family Engagement (Optional)
Last Date Review/Revised By Planning Team - 01/28/2016
List Artifacts/Evidence Continuation From Last Year: Yes
Page 8
Timeline and Position Responsible
Monitoring Status
NCCAT-S Indicators:
Nevada Department of Education - June 2015
Nevada Department of Education
Antonello, Lee ES 2015-2016 Clark County School District
N/A
Comments: 3.3 Curriculum/Instruction/Assessment (Optional)
Continuation From Last Year:
NCCAT-S Indicators: N/A
Comments: 3.4 Other (Optional)
Continuation From Last Year:
NCCAT-S Indicators: N/A
Comments:
Last Date Review/Revised By Planning Team - 01/28/2016
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Nevada Department of Education - June 2015
Nevada Department of Education
Antonello, Lee ES 2015-2016 Clark County School District
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
Amount Received for this
Purposes for which funds are used (include targeted audience, specific activities,
Need/Goal
School Year
intended outcomes, etc.)
Applicable Goal(s)
Title I
$52,640
PASS ELL Lang Support General Budget
$4,400 $2,100 $60,000
Last Date Review/Revised By Planning Team - 01/28/2016
2 CTTs, Extra Support Staff Hours, Lexia, ST Math, AR, Document Cameras, Toner, iPad covers, mice, Parent Resource funds (Refreshments) CTT hours Book Study: Great Habits, Great Readers Amplify Curriculum
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Goals 1 and 2 Goals 1 and 2 Goals 1 and 2 Goals 1 and 2
Nevada Department of Education - June 2015
Nevada Department of Education
Antonello, Lee ES 2015-2016 Clark County School District
COMPONENT IV: REQUIRED ELEMENTS FOR TITLE I SCHOOLS: Title I Schools operating a Schoolwide Program must complete Items 1 through 5 on this page. 1. Describe the school's strategies to attract effective, highly-qualified teachers to your school. To attract and retain HQ teachers, we provide teachers with adequate materials and resources along with state of the art technology; a voice in hiring through panel interviews & in curricular decisions; a collegial support system including mentors for new teachers and time to observe best practice strategies; common planning time to facilitate collaboration; frequent feedback on lessons, units, & classroom management, & PD that is tailored to meet the needs of the students they are teaching. 2. Describe the school's strategies to increase family engagement in accordance with Section 1118 of NCLB (see resource link), such as family literacy services and the provision to parents on how the school will share academic information in a language they understand. Communication is provided in English & Spanish, via newsletters when possible, handbooks, website, formal & informal meetings (Title I Parent, etc.) regarding what parents can expect from the school—its programs, curriculum, activities, achievement, & policies; Bi-weekly reports are provided regarding how the child is progressing academically & behaviorally; parent trainings, workshops, & family nights are provided in order to assist parents help their child at home. 3. Describe the school's plans for transition and articulation between school programs (ie: assisting preschool children from early childhood programs such as Head Start, Even Start, or a state-run preschool program to elementary school, elementary school to middle school, and middle to high school, etc.). We maintain contact with families of preschoolers via phone or face-to-face & contact with preK to develop a relationship prior to school entry; Scheduled visits to the kindergarten in the spring; provide home-learning activities for the summer months & information to parents on kindergarten registration guidelines & offer early registration. Counselor provides lessons on transitions & magnet school. 4. Identify the measures that include teachers in decisions regarding the use of academic assessments. We use a PLC model of shared decision making. Grade levels set norms & meeting protocols, establish a weekly agenda & meet to address student achievement by analyzing common formative assessments & student work. The teams establish goals & Indicators for each core subject. Teachers establish goals tailored to meet the specific needs of each student. 5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement efforts All funds provided to the school were used in creating the SPP. Title I funds provided instructional supplies, extra hours for aides, technology & software, release time for coaching & professional development, & family engagement materials & supplies. PASS plan funds provide Certified Temporary Tutors for reaching struggling students through interventions and the RTI process.
Last Date Review/Revised By Planning Team - 01/28/2016
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Nevada Department of Education - June 2015
Nevada Department of Education
Antonello, Lee ES 2015-2016 Clark County School District
APPENDIX A - Professional Development Plan 1.1 Teachers will receive coaching and direct instruction on effective instructional practices utilizing 1) Teach Like a Champion (Lemov strategies) 2) CHAMPS 3) Phonics strategies 4) Flying Start Goal 1 Additional PD Action Step (Optional) 2.1 Teachers will receive coaching and direct instruction on effective instructional practices, such as 1) Strategies for Differentiated Instruction PD 2) Training ST Math 3) Phonics and comprehension strategies Goal 2 Additional PD Action Step (Optional) 3.1 Teachers will participate in District mandated cultural competency training. Goal 3 Additional PD Action Step (Optional)
Last Date Review/Revised By Planning Team - 01/28/2016
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Nevada Department of Education - June 2015
Nevada Department of Education
Antonello, Lee ES 2015-2016 Clark County School District
APPENDIX B - Family Engagement Plan
1.2 1) Family Night will be held in March. 2) Use a Facebook Page to communicate with families 3) Newsletters 4) Website Goal 1 Additional Family Engagement Action Step (Optional) 2.2 Interactive homework assignments that involve parents • Workshops on topics that families suggest and that support their personal needs • Regular update calls from teachers about accomplishments, progress, and problems encountered by students Goal 2 Additional Family Engagement Action Step (Optional) 3.2 Goal 3 Additional Family Engagement Action Step (Optional)
Last Date Review/Revised By Planning Team - 01/28/2016
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Nevada Department of Education - June 2015
Nevada Department of Education
Antonello, Lee ES 2015-2016 Clark County School District
APPENDIX C - Monitoring/Evaluation
Priority Need/Goal 1 Priority Need/Goal 1: Increase Grade 3 proficiency rates in reading. Measurable Objective(s): Increase the percent of 3rd grade students proficient in reading from 53% to 58.4% by 2016 as measured by state assessments. Increase the percent of all students proficient in reading from 66% to 71% by 2016 as measured by NSPF. Increase the percent of kindergarten students meeting benchmark from 51% to 80% as measured by the Fall and Spring AIMSWeb Letter Sound Fluency. Increase the percent of students proficient in grades 1 -5 to 70% (at or above benchmark) as measured by the STAR assessment.
Status N/A
Comments: 1.1 1.2 1.3 1.4
Professional Development: Teachers are putting forth the effort of implementation. Staff has not met mastery at these strategies. Family Engagement: Curriculum/Instruction/Assessment: Implementation is happening k-5 and staff is still working toward professional mastery. Other: The teachers like it, we need more CTTs to help focus on each grade level.
Mid-Year 1.1
Teachers will receive coaching and direct instruction on effective instructional practices utilizing 1) Teach Like a Champion (Lemov strategies) 2) CHAMPS 3) Phonics strategies 4) Flying Start
Progress
Teachers have received training.
Barriers
We lost our instructional coach.
Next Steps
1.2
Progress
End-of-Year N/A
Maintain our narrow focus in instructional strategies and continue to master.
1) Family Night will be held in March. 2) Use a Facebook Page to communicate with families 3) Newsletters 4) Website
Met
We have 3 family nights scheduled. We have a Facebook page created and posted. We send home newsletters and post to our website.
Last Date Review/Revised By Planning Team - 01/28/2016
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Nevada Department of Education - June 2015
Nevada Department of Education
Barriers Next Steps 1.3
Antonello, Lee ES 2015-2016 Clark County School District
None Advertise our Facebook page. Amplify ELA curriculum materials K-3 & 5 and effective instructional practices such as Kagan, gradual release, differentiated instruction, and Lemov strategies will be implemented with fidelity by all teachers in grades K-5.
Progress
We have consistent materials and strategies in all grades.
Barriers
Only one year school wide with material and consistent strategy implementation.
Next Steps
Maintain our narrow focus in instructional strategies and continue to master.
1.4
Certified Temporary Tutors will work with students "Approaching" standards.
Progress
They are in place working with students.
Barriers
None
Next Steps
N/A
N/A
Continue working and adjusting the schedule of the CTT as needed.
Last Date Review/Revised By Planning Team - 01/28/2016
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Nevada Department of Education - June 2015
Nevada Department of Education
Antonello, Lee ES 2015-2016 Clark County School District
APPENDIX C - Monitoring/Evaluation
Priority Need/Goal 2 Priority Need/Goal 2: Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in both reading and math. Measurable Objective(s): Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 15.6 to 13.6 by 2016 as measured by state assessments. Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 19.7 to 16.8 by 2016 as measured by state assessments. Increase the number of teachers in each grade level meeting or exceeding the district average of ST Math completion from 50% to 100%. Increase the percent of students proficient in grades 1 -5 to 70% (at or above benchmark) as measured by the STAR assessment.
Status N/A
Comments: 2.1 2.2 2.3 2.4
Professional Development: Teachers are working on this area and are still working to meet mastery. Family Engagement: We have had a struggle gaining home support through the interactive projects. Contacts are happening but there is frustration on home completion. Curriculum/Instruction/Assessment: Other:
Mid-Year 2.1
End-of-Year
Teachers will receive coaching and direct instruction on effective instructional practices, such as 1) Strategies for Differentiated Instruction PD 2) Training ST Math 3) Phonics and comprehension strategies
Progress
Teachers have received training.
Barriers
We have to meet our instructional minutes, have consistent goal setting K-5. We lost our instructional coach.
Next Steps
Work to increase our instructional minutes, create school-wide goal setting K-5, work as a staff to support PD.
2.2
Interactive homework assignments that involve parents • Workshops on topics that families suggest and that support their personal needs • Regular update calls from teachers about accomplishments, progress, and problems encountered by students
Last Date Review/Revised By Planning Team - 01/28/2016
Page 16
N/A
N/A
Nevada Department of Education - June 2015
Nevada Department of Education
Progress
Barriers Next Steps 2.3
School-wide homework expectations have gone home, phone calls and parent conferences have been held to share student progress. Classroom notes and agendas are utilized. Home engagement has been a challenge with students not having work completed with support from home. Restructure what our family engagement will look like. Teachers implement effective instructional practices such as Kagan, gradual release, differentiated instruction, and Lemov strategies will be implemented with fidelity by all teachers in grades K-5.
Progress
Strategies are utilized and all staff have received PD on the strategies.
Barriers
Staff needing more time to learn and practice all structures and strategies.
Next Steps
2.4
N/A
Maintain a narrow focus on the strategies utilized.
Certified Temporary Tutors will work with students "Approaching" standards.
Progress
CTTs are in place.
Barriers
None
Next Steps
Antonello, Lee ES 2015-2016 Clark County School District
Met
Maintain and adjust schedules as needed.
Last Date Review/Revised By Planning Team - 01/28/2016
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Nevada Department of Education - June 2015
Nevada Department of Education
Antonello, Lee ES 2015-2016 Clark County School District
APPENDIX C - Monitoring/Evaluation
Priority Need/Goal 3 Priority Need/Goal 3: Increase staff members’ knowledge and skills related to cultural competency that are needed to meet the instructional needs of diverse learners. Measurable Objective(s): By April 2016, 100% of teachers will participate in mandatory cultural competency training as provided by administration and designated staff.
Status N/A
Comments: 3.1 3.2 3.3 3.4
Professional Development: Family Engagement: Curriculum/Instruction/Assessment: Other:
Mid-Year 3.1
Teachers will participate in District mandated cultural competency training.
Progress
PD has taken place.
Barriers
None
Next Steps
End-of-Year N/A
Continue to explore school-wide issues.
3.2
N/A
Progress
Last Date Review/Revised By Planning Team - 01/28/2016
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Nevada Department of Education - June 2015
Nevada Department of Education
Antonello, Lee ES 2015-2016 Clark County School District
Barriers Next Steps 3.3
N/A
Progress
Barriers
Next Steps
3.4
N/A
Progress
Barriers
Next Steps
Last Date Review/Revised By Planning Team - 01/28/2016
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Nevada Department of Education - June 2015
