Nevada Department of Education

Culley, Paul E ES  2015-2016 Clark County School District

School Performance Plan

 

School Name Culley, Paul E ES

Address (City, State, Zip Code, Telephone): 1200 N Mallard St Las Vegas, NV  89108-1517, (702) 799-4800

Superintendent/Assistant Chief:

Pat Skorkowsky / Kaweeda Adams 

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 Jesse Ruiz Charles Baggs Yvonne Percell Melissa Kendall Renee Long Kathy Roberts Jennifer Phillips

Position Parent Assistant Principal Learning Strategist/Instructional Coach Second Grade Teacher Kindergarten Teacher Third Grade Teacher Fifth Grade Teacher

Last Date Review/Revised By Planning Team - 01/06/2016

Name of Member Ellen Stayman Rosa Osman Linda Garber Brock Woolston Stephanie Root Deanna Bottrell Susan Warmuth Page 1

Position Principal Performance Zone Instructional Coach Math Learning Strategist Instructional Assistant First Grade Teacher Fourth Grade Teacher Primary SLD Teacher Nevada Department of Education - June 2015

Nevada Department of Education

Brandi Cuti

Last Date Review/Revised By Planning Team - 01/06/2016

Culley, Paul E ES  2015-2016 Clark County School District

Counselor

Candie Magnus

Page 2

Office Manager

Nevada Department of Education - June 2015

Nevada Department of Education

Culley, Paul E 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) Statewide Assessments Interim Assessments Teacher/Administrator Observation Data Summative Assessments Other: Scholastic Reading Inventory Other: AIMSweb

English Language Learner (ELL) Data AMAOs/ELPA Analysis Comparison of ELPA with other Assessments Achievement Gap Data Nevada School Performance Framework (NSPF) Content/ESL Staffing and Professional Development Other: WIDA Other:

Special Education Data Teacher/Administrator Observation Data Teacher/Administrator Observation Data Achievement Gap Data Nevada Alternate Assessment (NAA) Availability of Curriculum for IEP Students Other: AIMSweb Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process. Due to Statewide testing irregularities, data from 2014 - 2015 Statewide testing will be reflected in this plan. Site specific data will reflect the 2015-2016 school year. A review of various school-wide data revealed the following trends: Reading positives: Grades 3 & 5 showed an overall increase from 2013-2014 in the number of students meeting proficiency in the following areas: Total students: (gr.3: 53% to 59%) (gr. 5: 53% to 70%), Hispanic students: (gr 3: 50% to 61%) (gr. 5: 52% to 70%) and FRL students: (gr. 3: 51% to 59%) (gr. 5: 53% to 70%) Reading concerns: Grade 3 decreased the number of African American proficient students from 2013 - 2014 (gr: 42% to 40%) and it is an overall concern that African American students have a proficiency rate in the 40's in both grades 3 & 5. The number of Special Education students meeting proficiency is far below the state target Math positives: Grade 5 increased the proficiency level from 64% in 2013 to 69% in 2014 The 5th Grade FRL subgroup increased from 64% in 2013 to 68% in 2014 According to the School Growth Summary, girls school wide growth in math was adequate at a 50 median growth percentile Math Concerns: Grade 4 decreased from 68% to 56% proficiency from 2013 to 2014 Grade 3 decreased from 70% to 59% proficiency from 2013 to 2014

Last Date Review/Revised By Planning Team - 01/06/2016

Page 3

Nevada Department of Education - June 2015

 

Nevada Department of Education

Culley, Paul E ES  2015-2016 Clark County School District

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

Based on the CNA, identify all that apply:

☐ FRL

☐ ELL

☐ IEP

  ☐ Other

Priority Need/Goal 1: Increase Grade 3 proficiency rates in reading.   Root Causes: Lack of consistent and proficient differentiated instruction in reading at Tier 1 and Tier 2 levels. Lack of targeted intervention strategies to meet the needs of each specific intervention group.   Measurable Objective 1: Increase the percent of 3rd grade students proficient in reading from 59.2% to 63.4% by 2016 as measured by state assessments.   Measurable Objective 2: Increase the percent of 3rd grade students proficient in reading from 38.6% to 45.6% as measured by the Scholastic Reading Inventory.        

Monitoring Status N/A

    ACTION PLAN

MONITORING PLAN List Artifacts/Evidence of Resources and Amount Needed for

Action Step

Monitoring

Progress: Implementation

(please only list one action step per box)

(people, time, materials, funding sources)

List Timeline,

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

Benchmarks, and Status Position Responsible

Continuation From Last 1.1 Professional Development (Required)

NCCAT-S Indicators: Year: Yes

Provide PD on the Daily 5/CAFE framework and NEPF standard 2 to increase teacher capacity to differentiate tiered lessons that are engaging, rigorous, and target individual student goals to meet student needs. Provide PD on using data to track student progress, create flexible strategy groups, and drive instruction. Also provide PD on NEPF standard 4 to assist teachers in guiding students to monitor their own learning and take appropriate actions to improve their understanding.

The Daily 5/CAFE Framework books for all new staff, data binders. Instructional coaches and administrators for Daily 5/CAFE PD and NEPF standards 2 & 4. Sub release days for data analysis. Edivation. Title I Funds (Learning strategist)

PD agendas and evaluations. PD sign in sheets. Grade level collaboration/data analysis minutes

Monthly, August - June administration, PZ coach, Learning strategists, and teachers

N/A

Comments: Last Date Review/Revised By Planning Team - 01/06/2016

Page 4

Nevada Department of Education - June 2015

Nevada Department of Education

Culley, Paul E ES  2015-2016 Clark County School District

PD - Professional Development   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: Yes

Family Literacy program from Public Education program allows for parent and Child Time (PACT) where parents are directly involved for at least 2 hours per week in the classroom with the child, as well as, parent classes on how to teach their child at home.

Public Education Foundation Liaison Instructional coach Classroom space At least 2 hours per week Classroom teacher Family literacy instructor

Monthly Calendars, Attendance records, and observation.

Classes are three times a week monitored by family literacy instructor, Public education foundation Liaison, and Admin

N/A

Comments:   1.3 Curriculum/Instruction/Assessment (Required) Provide PD on NEPF Standards 2 & 4 to enhance quality of differentiated instruction, initiating high cognitive demand, and emphasizing meta cognition.

Copies of NEPF RPDP resources Instructional Rounds Instructional Coaches Observation PD360 PD360/Edivation Administrators

Continuation From Last Year: Yes

NCCAT-S Indicators:

SMART goals observation notes lesson plans student data assessment data/ data binders PD360/Edivation professional development Instructional Rounds and Instructional Round data will be used to support the implementation of curriculum strategies, next steps, and evidence of progress goals

Administration Asst. Chief Instructional Coaches Strategists teachers monthly PD

N/A

Comments: NEPF - Nevada Educator Performance Framework, RPDP - Regional Professional Development Program   1.4 Other (Optional) Tier 1, Tier 2 and Tier 3 instructional groups will take place in all grades on a daily basis. Weekly/monthly progress monitoring will be used to track student progress for Tier 2 and Tier 3 students. Collaboration notes will be maintained for all three tiers.

Continuation From Last Year: Yes AIMS Web Renaissance Learning STAR Teachers and Strategist team Title One strategists

NCCAT-S Indicators:

Lesson Plans Data notebooks/ T2 and T3 Admin observation Instructional rounds data DE assessment SRI data DRA data AIMS web data STAR data Common Assessment Data/Tracking tool PLC notes Tutoring Attendance Sheets

Data notebooks will be kept on all tier 2 and tier 3 students by the strategist team and classroom teachers.

Comments:  

Last Date Review/Revised By Planning Team - 01/06/2016

Page 5

Nevada Department of Education - June 2015

N/A

Nevada Department of Education

Culley, Paul E ES  2015-2016 Clark County School District

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

Based on the CNA, identify all that apply:

☑ 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: Lack of culturally proficient teaching and proficient differentiated instruction. Based on the NSPF School Report, on the 2014 Reading CRT the White subgroup scored 76% (highest performing subgroup), LEP scored 41% (lowest performing subgroup) resulting in an achievement gap of 35%. Based on the NSPF School Report, on the 2014 Math CRT the White subgroup scored 78% (highest performing subgroup), LEP score 43% (lowest performing subgroups) resulting in an achievement gap of 35%.   Measurable Objective 1: Reduce the math and reading proficiency gaps respectively between Culley's highest performing subgroup and lower performing ethnic/racial subgroup 43% to 38.7% in math and from 41% to 36.9% in reading as measured by assessments.   Measurable Objective 2: Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 16.4 to 14.2 by 2016 as measured by state assessments.   Measurable Objective 3: Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 23.5 to 19.8 by 2016 as measured by state assessments.        

Monitoring Status N/A

    ACTION PLAN

MONITORING PLAN

List Artifacts/Evidence of Resources and Amount Needed for Action Step

Progress: Implementation

(please only list one action step per box)

(people, time, materials, funding sources)

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

List Timeline, Benchmarks, and

Monitoring

Position

Status

Responsible

Continuation From Last Year: 2.1 Professional Development (Required)

NCCAT-S Indicators: Yes

Last Date Review/Revised By Planning Team - 01/06/2016

Page 6

Nevada Department of Education - June 2015

Nevada Department of Education

Culley, Paul E ES  2015-2016 Clark County School District

Provide PD on the Daily 5/CAFE framework and NEPF standard 2 to increase teacher capacity to differentiate tiered lessons that are engaging, rigorous, and target individual student goals. Provide Number Talk model lessons. Provide Kagan Training to increase lesson engagement. Also provide PD on NEPF standard 4 to assist teachers in guiding students to monitor their own learning and take appropriate actions to improve their understanding.

The Daily 5/CAFE Framework books for all staff, Number Talk books for all staff, Math strategy materials from IDPL, Instructional coaches for Daily 5/CAFE PD, NEPF PD and Number Talks, Kagan Coach, Sub release days and extra duty pay for collaboration and professional development.

PD agendas and evaluations. PD sign in sheets. Grade level collaboration minutes Instructional Rounds and other observation data

Monthly from Sept. to May Administration, coaches, and teachers.

N/A

Comments:   Monitoring Action Step

Resources and Amount Needed

List Artifacts/Evidence

Timeline and Position Responsible Status

2.2 Family Engagement (Required) Families will be encouraged to attend classes to improve their ability to make real life, engaging connections with math and reading in the home environment. Families will be trained on how to use Infinite Campus to monitor student progress.

Continuation From Last Year: Yes

Family literacy program for families. Title 1 funds to support family nights. Infinite Campus Parent Portal Math.org available to all families Monthly Kid to Kid books and books from Spread the Word Nevada

Family Math Night Family Literacy Night Infinite Campus Training sessions Story & Snack (Spread the Word Nevada)

NCCAT-S Indicators: Monthly PEF liaison, EL adult teacher, administration, teachers, librarian, ECS, PZ coach and learning strategist, Spread the Word Nevada members

N/A

Comments:   2.3 Curriculum/Instruction/Assessment (Required) Continued use of Daily 5/CAFE Framework. Continued use of Number Talk & performance based math tasks with embedded high yield engagement strategies. NEPF training.

Continuation From Last Year: Yes

Daily 5 and CAFE books. Number Talk book. Edivation and NEPF training videos.

NCCAT-S Indicators:

Lesson plans, Admin observations, AIMSWeb, SRI, DRA , AR, xtra math.org data, and Instructional round data. Agendas for training. Instructional Round data will be used to support the implementation of curriculum strategies, next steps, and evidence of progress towards goal

Teachers, admin, PZ coach, strategists Monthly

Comments: PZ - Performance Zone   2.4 Other (Optional)

Continuation From Last Year:

NCCAT-S Indicators: N/A

Comments:  

Last Date Review/Revised By Planning Team - 01/06/2016

Page 7

Nevada Department of Education - June 2015

N/A

Nevada Department of Education

Culley, Paul E 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 the percentage of school-based personnel trained in cultural competency.   Root Causes: There is a need for training on cultural competency based on CCSD achievement gap data.   Measurable Objective 1: 100% of staff will participate in a mandatory cultural competency professional development session during the 2015-2016 school year as measured by sign-in sheets.            

Monitoring Status N/A

    ACTION PLAN

MONITORING PLAN

Resources and Amount Needed Action Step (please only list one action step per box)

for Implementation (people, time, materials, funding sources)

3.1 Professional Development (Required) All staff will participate in a professional development session provided by the District's Equity and Diversity Department.

List Artifacts/Evidence of Progress:

List Timeline, Benchmarks, and Position

Monitoring

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

Responsible

Status

Continuation From Last Year: Yes

Training materials from the Equity and Diversity Department.

Sign-in sheets, Teacher observation data (NEPF)

NCCAT-S Indicators: The principal is responsible for ensuring this action step takes place during one of the four districtwide staff development days.

N/A

Comments:   Resources and

Timeline and Position

Action Step

List Artifacts/Evidence Amount Needed

Last Date Review/Revised By Planning Team - 01/06/2016

Monitoring Status Responsible

Page 8

Nevada Department of Education - June 2015

Nevada Department of Education

Culley, Paul E ES  2015-2016 Clark County School District

3.2 Family Engagement (Optional) Parent training on Be Kind Program and Class Meetings. Parent support of monthly Literary League and Cougar of the Month activities. Parent participation in Week of Respect activities.

Continuation From Last Year: Yes

NCCAT-S Indicators:

Sign in sheets at training and activities. parent evaluations of programs and activities

August through May

N/A

Comments:   3.3 Curriculum/Instruction/Assessment (Optional)

Continuation From Last Year:

NCCAT-S Indicators: N/A

Comments:   3.4 Other (Optional) Kagan training on high yield instructional strategies for all staff. Class Meeting training for all staff. School wide implementation of Be Kind program.

Continuation From Last Year: Kagan books

Teacher sign in sheets Class Meeting Logs

NCCAT-S Indicators: Admin Kagan coach All Teachers

N/A

Comments:    

Last Date Review/Revised By Planning Team - 01/06/2016

Page 9

Nevada Department of Education - June 2015

Nevada Department of Education

Culley, Paul E 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 School

Purposes for which funds are used (include targeted audience, specific

Need/Goal

Year

activities, intended outcomes, etc.)

Applicable Goal(s) Family Literacy Grant from Public Education Foundation

Money is held at Public Education Foundation

Provides a teacher for Family Literacy Program

Goals 1, 2 and 3

Pass funds

9,000.00

CTT hours and materials to support the intervention program for Tier 2 and Tier 3 students in grades K-5

Goals 1 and 2

Learning strategists for reading and math, Title 1

$303,240.00

Professional development,

Goals 1 and 2

Parent Training

Last Date Review/Revised By Planning Team - 01/06/2016

Page 10

Nevada Department of Education - June 2015

Nevada Department of Education

Culley, Paul E 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. Being an innovative school, teachers have input in how the flexible budget is allocated through the school's empowerment team. Teachers are paired with mentors, and are provided quality staff development, and collaboration opportunities.   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. We have community connections for math, reading, science and fine arts. We have a family literacy program funded by the Public Education Foundation where parents meet twice a week for courses that help them understand the curriculum of their children. We also have ESL classes.   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.). Transitions are conducted through meetings with teachers and parents to discuss education plans and support to ensure success for Special Ed. Pre-K student. Fifth grade assemblies are held to provide students information about magnet schools and elective choices for moving on to middle school.   4. Identify the measures that include teachers in decisions regarding the use of academic assessments. Teachers meet every six weeks to review progress of all tier 2 and tier 3 students based upon AIMSWeb data and STAR assessment data; grade levels collaboratively meet and design common assessments based upon the CCSS.   5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement efforts All federal, state, and local laws and policies have been followed in the creation of the school improvement plan. School Governance structure allows for any possible discrepancy to be dealt with immediately in order to maintain compliance. Monies from the PEF have been used to provide classes for parents, Title I, PASS grants funds, and flex budget monies are used to purchase strategists and to support tier 2 & 3 instruction in reading and math, as well as Professional development.

Last Date Review/Revised By Planning Team - 01/06/2016

Page 11

Nevada Department of Education - June 2015

 

Nevada Department of Education

Culley, Paul E ES  2015-2016 Clark County School District

APPENDIX A - Professional Development Plan 1.1 Provide PD on the Daily 5/CAFE framework and NEPF standard 2 to increase teacher capacity to differentiate tiered lessons that are engaging, rigorous, and target individual student goals to meet student needs. Provide PD on using data to track student progress, create flexible strategy groups, and drive instruction. Also provide PD on NEPF standard 4 to assist teachers in guiding students to monitor their own learning and take appropriate actions to improve their understanding.     Goal 1 Additional PD Action Step (Optional) Instructional Rounds and Instructional Round data will be used to support PD implementation, next steps, and evidence of progress toward the identified goal.     2.1 Provide PD on the Daily 5/CAFE framework and NEPF standard 2 to increase teacher capacity to differentiate tiered lessons that are engaging, rigorous, and target individual student goals. Provide Number Talk model lessons. Provide Kagan Training to increase lesson engagement. Also provide PD on NEPF standard 4 to assist teachers in guiding students to monitor their own learning and take appropriate actions to improve their understanding.     Goal 2 Additional PD Action Step (Optional)     3.1 All staff will participate in a professional development session provided by the District's Equity and Diversity Department.     Goal 3 Additional PD Action Step (Optional)

Last Date Review/Revised By Planning Team - 01/06/2016

Page 12

Nevada Department of Education - June 2015

 

Nevada Department of Education

Culley, Paul E ES  2015-2016 Clark County School District

APPENDIX B - Family Engagement Plan

 

1.2 Family Literacy program from Public Education program allows for parent and Child Time (PACT) where parents are directly involved for at least 2 hours per week in the classroom with the child, as well as, parent classes on how to teach their child at home.     Goal 1 Additional Family Engagement Action Step (Optional)     2.2 Families will be encouraged to attend classes to improve their ability to make real life, engaging connections with math and reading in the home environment. Families will be trained on how to use Infinite Campus to monitor student progress.     Goal 2 Additional Family Engagement Action Step (Optional) Parent volunteers will be trained to assist students in the classroom with sight words, reading fluency, reading comprehension, and math facts to strengthen tier I instruction.     3.2 Parent training on Be Kind Program and Class Meetings. Parent support of monthly Literary League and Cougar of the Month activities. Parent participation in Week of Respect activities.     Goal 3 Additional Family Engagement Action Step (Optional)

Last Date Review/Revised By Planning Team - 01/06/2016

Page 13

Nevada Department of Education - June 2015

Nevada Department of Education

Culley, Paul E 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 59.2% to 63.4% by 2016 as measured by state assessments. Increase the percent of 3rd grade students proficient in reading from 38.6% to 45.6% as measured by the Scholastic Reading Inventory.  

Status N/A

 

Comments: 1.1 1.2 1.3 1.4

Professional Development: PD - Professional Development Family Engagement: Curriculum/Instruction/Assessment: NEPF - Nevada Educator Performance Framework, RPDP - Regional Professional Development Program Other:  

Mid-Year 1.1

End-of-Year

Provide PD on the Daily 5/CAFE framework and NEPF standard 2 to increase teacher capacity to differentiate tiered lessons that are engaging, rigorous, and target individual student goals to meet student needs. Provide PD on using data to track student progress, create flexible strategy groups, and drive instruction. Also provide PD on NEPF standard 4 to assist teachers in guiding students to monitor their own learning and take appropriate actions to improve their understanding.

Progress

Barriers

Next Steps

1.2

Family Literacy program from Public Education program allows for parent and Child Time (PACT) where parents are directly involved for at least 2 hours per week in the classroom with the child, as well as, parent classes on how to teach their child at home.

Progress

Last Date Review/Revised By Planning Team - 01/06/2016

Page 14

Nevada Department of Education - June 2015

Nevada Department of Education

Culley, Paul E ES  2015-2016 Clark County School District

Barriers Next Steps 1.3

Provide PD on NEPF Standards 2 & 4 to enhance quality of differentiated instruction, initiating high cognitive demand, and emphasizing meta cognition.

Progress

Barriers

Next Steps

1.4

Tier 1, Tier 2 and Tier 3 instructional groups will take place in all grades on a daily basis. Weekly/monthly progress monitoring will be used to track student progress for Tier 2 and Tier 3 students. Collaboration notes will be maintained for all three tiers.

Progress

Barriers

Next Steps

Last Date Review/Revised By Planning Team - 01/06/2016

Page 15

Nevada Department of Education - June 2015

Nevada Department of Education

Culley, Paul E 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 math and reading proficiency gaps respectively between Culley's highest performing subgroup and lower performing ethnic/racial subgroup 43% to 38.7% in math and from 41% to 36.9% in reading as measured by assessments. Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 16.4 to 14.2 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 23.5 to 19.8 by 2016 as measured by state assessments.  

Status N/A

  Comments: 2.1 2.2 2.3 2.4

Professional Development: Family Engagement: Curriculum/Instruction/Assessment: PZ - Performance Zone Other:  

Mid-Year 2.1

End-of-Year

Provide PD on the Daily 5/CAFE framework and NEPF standard 2 to increase teacher capacity to differentiate tiered lessons that are engaging, rigorous, and target individual student goals. Provide Number Talk model lessons. Provide Kagan Training to increase lesson engagement. Also provide PD on NEPF standard 4 to assist teachers in guiding students to monitor their own learning and take appropriate actions to improve their understanding.

Progress

Barriers

Next Steps

Last Date Review/Revised By Planning Team - 01/06/2016

Page 16

Nevada Department of Education - June 2015

Nevada Department of Education

2.2

Culley, Paul E ES  2015-2016 Clark County School District

Families will be encouraged to attend classes to improve their ability to make real life, engaging connections with math and reading in the home environment. Families will be trained on how to use Infinite Campus to monitor student progress.

Progress

Barriers

Next Steps

2.3

Continued use of Daily 5/CAFE Framework. Continued use of Number Talk & performance based math tasks with embedded high yield engagement strategies. NEPF training.

Progress

Barriers

Next Steps

2.4

Progress

Barriers

Next Steps

Last Date Review/Revised By Planning Team - 01/06/2016

Page 17

Nevada Department of Education - June 2015

Nevada Department of Education

Culley, Paul E ES  2015-2016 Clark County School District

APPENDIX C - Monitoring/Evaluation

 

Priority Need/Goal 3 Priority Need/Goal 3: Increase the percentage of school-based personnel trained in cultural competency.   Measurable Objective(s): 100% of staff will participate in a mandatory cultural competency professional development session during the 2015-2016 school year as measured by sign-in sheets.  

Status N/A

 

Comments: 3.1 3.2 3.3 3.4

Professional Development: Family Engagement: Curriculum/Instruction/Assessment: Other:  

Mid-Year 3.1

End-of-Year

All staff will participate in a professional development session provided by the District's Equity and Diversity Department.

Progress

Barriers

Next Steps

3.2

Parent training on Be Kind Program and Class Meetings. Parent support of monthly Literary League and Cougar of the Month activities. Parent participation in Week of Respect activities.

Progress

Last Date Review/Revised By Planning Team - 01/06/2016

Page 18

Nevada Department of Education - June 2015

Nevada Department of Education

Culley, Paul E ES  2015-2016 Clark County School District

Barriers Next Steps 3.3

Progress

Barriers

Next Steps

3.4

Kagan training on high yield instructional strategies for all staff. Class Meeting training for all staff. School wide implementation of Be Kind program.

Progress

Barriers

Next Steps

Last Date Review/Revised By Planning Team - 01/06/2016

Page 19

Nevada Department of Education - June 2015