school performance plan · 2019. 11. 22. · school performance plan school name frias, charles...

School Performance Plan

School NameFrias, Charles & Phyllis ES

Address (City, State, Zip Code, Telephone):5800 Broken Top Ave

Las Vegas, NV 89141, 7027992298

Superintendent/Region Superintendent: Jesus Jara / Debbie Brockett

For Implementation During The Following Years: 2019-2020

The Following MUST Be Completed:

Title I Status: Not_Served

Designation: NA

Grade Level Served: Elementary

Classification: 5 Star

NCCAT-S: Initial

*1 and 2 Star Schools Only:Please ensure that the following

documents will be available upon request ☐ Use of Core Instructional Materials ☐ Scheduling ☐ Model School 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 PositionChrissy Taylor Parent Sarah Calarco Parent

Robin McCartney Parent Karisa Garcia SOT Support Staff Member - PE Intructional Assistant

Pamela Lindemuth Principal Jill Schweigert ECI TeacherVanessa Price Third Grade Teacher

Nevada Department of Education Frias, Charles & Phyllis ES 2019-2020Clark County School District

Last Date Review/Revised By Planning Team - 10/30/2019 Nevada Department of Education - June 2017

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 AMAOs/ELPA Analysis Achievement Gap DataNevada School Performance Framework (NSPF) Achievement Gap Data NATeacher/Administrator Observation Data NA NANA NA NANA NA NAOther: Other: Other:Other: Other: Other:

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



Charles and Phyllis Frias Elementary School went from a 2013-2014 NSPF ranking of 139th out of 217 on Criterion Reference Assessments in the district to 4th out of 226 schools in ELA and 7th out of 226 schools in Math in 2019 on the Smarter Balance Assessment Consortium in the district.

On the 2019 SBAC, our school, as a whole, scored better than the district average in both ELA and Math, 80.5/49.1 and 75.2/41.8 respectively. Frias' pooled proficiency is 72.2 compared to the district at 42.1.

2019 SBAC math scores reveal that every subgroup at Frias outperformed the district's Measure of Interim Progress (MIP) in overall proficiency. Asian MIP 67.9 (Frias 84.4), Black/African American MIP 23 (Frias 61.5), Hispanic/Latino MIP 35.7 (Frias 68.5), Pacific Islander MIP 45.8 (Frias subgroup not reported), Two or More Races MIP 48.2 (Frias 82.9), White/Caucasian MIP 58.6 (Frias 76.9), Special Education MIP 14.5 (Frias 42.7), English Learners MIP 32.7 (Frias 73.2), Economically Disadvantaged MIP 35.6 (Frias 66).

2019 SBAC ELA scores reveal that every subgroup at Frias outperformed the district's Measure of Interim Progress (MIP) in overall proficiency. Asian MIP 70 (Frias 93.2), Black/African American MIP 31.6 (Frias 73), Hispanic/Latino MIP 43.2 (Frias 79), Pacific Islander MIP 50.6 (Frias subgroup not reported), Two or More Races MIP 56.7 (Frias 80.4), White/Caucasian MIP 65 (Frias 79.5), Special Education MIP 15.1 (Frias 52.2), English Learners MIP 38.2 (Frias 95.5), Economically Disadvantaged MIP 42.8 (Frias 74.5).

2019 SBAC ELA scores reveal that all subgroups in Read by 3 met the state cut of 63 (Frias: Hispanic/Latino 66.5, Two or More Races 85.7, White/Caucasian 68, Economically Disadvantaged 66.5, all other sub groups were not reported).

2019 SBAC ELA scores reveal that Frias exceeded (72.5) the growth percentile state goal (63) in Adequate Growth Percentile (AGP). 2019 SBAC math scores reveal that Frias exceeded (66.5) the growth percentile state goal (52) in Adequate Growth Percentile (AGP). However, we did not meet the ELA and math growth percentile state goals in Median Growth Percentile (MGP). The state goal was 65 in ELA and math. Frias scored 55.5 in ELA and 59 in math.

2019 SBAC ELA and math scores reveal that Frias met the state goal in closing opportunity gaps. The state goal in ELA was 52 and the math goal was 42. Frias scored 61.8 in ELA and 45.2 in math.

2019 WIDA data revealed that 72.2 of English Language (EL) students met the AGP. The state goal was 57.

Frias met the state goal of 5% or less students being chronically absent (10% or more of enrolled days). 4.5% of our students were chronically absent during the 2018-2019 school year, which was a decrease of 8.2% when compared to the 2017-2018 school year (12.7%).



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

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

Priority Need/Goal 1:Increase the Median Growth Percentile in reading for 3-5 grade students as measured by the 2020 state summative assessment and reported on the Nevada School Performance Framework from 55.5 to 65.

Root Causes:Students that did not respond appropriately to tier 1 instruction inconsistently received targeted follow-up or tier 2 instruction in reading and we did not have a standards-based universal screener to monitor growth or lack thereof K-5.

Measurable Objective 1:Maintain the Adequate Growth Percentile in reading for 3-5 grade students as measured by the 2020 state summative assessment and reported on the Nevada School Performance Framework at 63 or higher.

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: YesNCCAT-S Indicators:



Professional development (PD) will take place on the following: Kagan Cooperative Structures, accountable talk, differentiated instruction, metacognition strategies, goal setting, MAP, Response to Instruction (RTI), aimsPlus (benchmarking and progress monitoring), BlendEd 3-5, engagement strategies, text dependent questions, rigorous literacy stations,GATE embedded skills, ELL strategy (RACE) and science/ELA integration. Teachers will collaborate using Professional Learning Communities (PLC) and RTI meetings.

RTI assessment protocols (school psychologist and RTI committee; throughout the year), RTI Google spreadsheet (school psychologist, classroom teachers, aimsPlus, throughout the year at RTI meetings; general budget), Lexia (assistant principal and teachers, all year; general budget or SGF), professional development training (school staff and district personnel; before school and PD days; general budget).

PD sign in logs, Frias Weekly, grade level PLC notes, staff development agendas, RTI Google spreadsheet.

Professional development (all year; administration, lead teachers, CPD personnel, BlendEd, ELL dept, HM Smith ES), PLC (two times a month; administration and classroom teachers), RTI (four times a year; administration, school psychologist, and classroom teachers).

N/A

Comments:

Action Step Resources and Amount Needed List Artifacts/EvidenceTimeline and Position

Responsible

Monitoring

Status

1.2 Family Engagement (Required)Continuation From Last Year:

YesNCCAT-S Indicators:

Assessment letters will be sent home 3 times a year. Parent conferences will focus on growth mindset, student goal setting, and student led conferences. Literacy Night will be held to encourage reading and strategies at home. Family and Community Engagement Services (FACES) trainings will continue to be scheduled to promote literacy in the home. School-wide Classroom Dojo for consistent and strategic parent communication regarding the school and classroom.

Assessment results will be sent home in fall 2019, winter 2020, and spring 2020 (administration, classroom teachers). Literacy Night (Curriculum Committee, general funds), FACES coordination to match parent need using a parent survey (administration, FACES staff).

Parent conference sign-in sheets, Literacy Night brochure, FACES sign-in sheets, Classroom Dojo posts, and school-wide flyers. Classroom Dojo site and posts.

Assessment letters (fall 2019, winter 2020, and spring 2020, classroom teachers), Literacy Night (winter/spring 2020, Curriculum Committee), FACES trainings (throughout the year, FACES department, administration).

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required)Continuation From Last




Analyze RTI Reading Protocols and adjust accordingly, utilize a Certified Temporary Tutor (CTT) to provide targeted and tier 2/3 instruction for students that qualify through the RTI Reading Protocols, continue an intervention/differentiation block in the master schedule for grades K-5, continue to implement Literacy Instructional Framework (LIF), continue to implement and incorporate Kagan Structures for engagement, unwrap English Language Arts (ELA) with science standards during PLC and create or revise common grade level assessments, hold grade level RTI meetings and analyze the data, continue to access Reading A-Z, Lexia and Accelerated Reader school-wide, utilize MAP data to determine student proficiency and growth and plan for instruction. Have students track their Accelerated Reading quizzes and pass rates on charts and reward at the semester mark.

Lexia (general funds/SGF), aimsPlus (general funds), Reading A-Z (general funds), PLC meetings (classroom teachers, twice a month), Lexia and AR rewards (teachers, administration, SGF), professional development (administration, Read by 3 designee, classroom teachers, CPD personnel; throughout the year; general funds), RTI (school psychologist, classroom teachers).

RTI Protocols, RTI Google spreadsheet, aimsPlus progress monitoring graphs, CTT schedule, master schedule, reading RTI plans and intervention logs, classroom observation notes, lesson plans, PLC notes, Lexia, Accelerated Reader, and MAP reports.

Purchase continuation licenses for Reading A-Z, AIMSweb, Lexia, and Accelerated Reader (summer 2019, administration), set up master schedule (May 2019, administration, classroom teachers, specialists), set up CTT schedule (October 2019, CTT, administration, classroom teachers), RTI Google spreadsheet (September 2019, school psychologist), plan professional development days (when calendar of days are released, administration, classroom teachers, strategist), classroom observation notes and lesson plan checks (throughout the year, administration), PLC notes (throughout the year, classroom teachers), Lexia, Accelerated Reader, and MAP reports (each benchmark, administration, classroom teachers).

N/A

Comments:

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

Comments:





Priority Need/Goal 2:Increase the Median Growth Percentile (MGP) in math for 3-5 grade students as measured by the 2020 on the state summative assessment and reported on the Nevada School Performance Framework from 59 to 65.

Root Causes:Students that did not respond appropriately to tier 1 instruction inconsistently received targeted follow up and/or tier 2 minutes in math and we did not have a standards-based universal screener to monitor growth or lack thereof K-5.

Measurable Objective 1:Maintain the Adequate Growth Percentile (AGP) in math for 3-5 grade students as measured by the 2020 on the state summative assessment and reported on the Nevada School Performance Framework at 52 or above.

Monitoring Status

N/A







List Timeline, Benchmarks,

and Position Responsible

Monitoring

Status





Professional development (PD) will take place on the following: math tier one strategies, Kagan Cooperative Structures, accountable talk, differentiated instruction, metacognition strategies, goal setting, MAP, Response to Instruction (RTI), aimsPlus (benchmarking and progress monitoring), BlendEd 3-5, engagement strategies, GATE embedded skills, and ELL strategy (RACE). Teachers will collaborate using Professional Learning Communities (PLC) and RTI meetings.Review and continue to implement Math Instructional Framework (MIF). Implement RTI protocols in math. Unwrap math standards and create and refine common assessments in PLC.

Professional development training (school staff and district personnel; before school and PD days; general budget), RTI assessment protocols (school psychologist and RTI committee; throughout the year), RTI Google spreadsheet (school psychologist, classroom teachers, aimsPlus, throughout the year at RTI meetings; general budget).

PD sign in logs, Frias Weekly, grade level PLC notes, staff development agendas, RTI Google spreadsheet, classroom observation notes.

Professional development (all year; administration), PLC (two times a month; administration and classroom teachers), RTI (four times a year; administration, school psychologist, ELL dept, BlendEd, and classroom teachers).

N/A

Comments:

Action Step Resources and Amount Needed List Artifacts/EvidenceTimeline and Position

Responsible

Monitoring

Status

2.2 Family Engagement (Required)Continuation From Last Year:

YesNCCAT-S Indicators:

Assessment letters will be sent home 3 times a year. Parent conferences will focus on growth mindset, student goal setting, and student led conferences. Math/Science Night will be held to encourage math strategies at home. Family and Community Engagement Services (FACES) trainings will continue to be scheduled to promote math in the home. School-wide Classroom Dojo to provide consistent and strategic parent communication regarding the school and classroom.

Assessment results will be sent home in fall 2019, winter 2020, and spring 2020 (administration, classroom teachers). Math/Science Night (Curriculum Committee, general funds), FACES coordination to match parent need using a parent survey (administration, FACES staff).

Parent conference sign-in sheets, Math/Science Night brochures, FACES sign-in sheets, Classroom Dojo posts, and flyers. Classroom Dojo site and posts.

Assessment letters (fall 2019, winter 2020, and spring 2020, classroom teachers), Math/Science Night (fall 2019, Curriculum Committee), FACES trainings (throughout the year, FACES department, administration).

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required)Continuation From Last




Analyze RTI Math Protocols and adjust accordingly, utilize a Certified Temporary Tutor (CTT) to provide targeted and tier 2/3 instruction for students that qualify through the RTI Math Protocols, continue an intervention/differentiation block in the master schedule for grades K-5, continue to implement Math Instructional Framework (MIF), continue to implement and incorporate Kagan Structures for engagement, continue to unwrap math standards during PLC and create or revise common grade level assessments, hold grade level RTI meetings and analyze the data, continue to access ST Math school-wide, utilize MAP data to determine student proficiency and growth and plan for instruction, have students access ST Math during specials and the classroom.

ST Math and rewards (teachers and administration, general or SGF funds), aimsPlus (general funds) PLC meetings (classroom teachers, twice a month), professional development (administration, district personnel, classroom teachers; throughout the year; general funds), RTI (school psychologist, classroom teachers).

RTI Protocols, RTI Google spreadsheet, aimsPlus progress monitoring graphs, CTT schedule, master schedule, RTI plans and intervention logs, classroom observation notes, lesson plans, PLC notes, ST Math, and MAP reports.

Purchase continuation licenses for ST Math (summer 2019, administration), set up master schedule (May 2019, administration, classroom teachers, specialists), set up CTT schedule (October 2019, CTT, administration, classroom teachers), RTI Google spreadsheet (September 2019, school psychologist), plan professional development days (SBCT, administration, classroom teachers), classroom observation notes and lesson plan checks (throughout the year, administration), PLC notes (throughout the year, classroom teachers), ST Math, and MAP reports (each benchmark, administration, classroom teachers).

N/A

Comments:


Comments:





Priority Need/Goal 3:Maintain the percent of chronically absent students at 5% or less as measured by Infinite Campus and reported on the Nevada School Performance Framework.

Root Causes:Some parents may not be aware of the educational effect chronic absenteeism has on their child(ren).

Monitoring Status

N/A







List Timeline,

Benchmarks, and

Position

Responsible

Monitoring

Status



Meet with parents of students who are at risk for chronic absenteeism (absent 10% of enrolled days), reward students who come to school 100% of enrolled days each month, implement truancy court every Friday for students who are at risk for chronic absenteeism, highlight grade level attendance each month on bulletin board in lunchroom (% of students who have missed 5% or less of enrolled days), send communication (letter or Dojo) to parents about the importance of attendance via Dojo School Story, send letters home at the beginning of the year and end of semester one when students have chronic absenteeism to make parents aware.

Letters, contracts, and flyers from attendanceworks.org and CCSD to educate parents and students (administration, counselor, all year, general funds), reward trinkets, neon markers, labels, and butcher paper (parent volunteers, administration, office aide, counselor, all year, general funds), lawyer/judge from truancy court (counselor, all year, general funds).

Frias Weekly, attendance reports each month, counselor documentation.

Throughout the year; Administration, counselor, front office aide

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: NCCAT-S Indicators: N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: NCCAT-S Indicators: N/A

Comments:


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)

General 4000 AIMSweb Goals 1 and 2General 4000 ST Math Goal 2General 7500 Lexia Goal 1General 8400 Accelerated Reader/STAR Goal 1General 5200 Learning/Reading A-Z Goal 1General 2500 Truancy Court Goal 3General 500 Trinkets for monthly attendance Goal 3



Plan for improving the school climate

Goal:To maintain Pledge of Achievement data at 93% or better.

Action Plan: How will this plan improve the school climate?Parents: Continue to regularly communicate with parents via Class Dojo and Parentlink, assessment data (MAPS, aimsPlus) 3 times per year, progress reports every 3 weeks, Read by Grade 3 and RTI letters, formal and structured parent conferences in November 2019, parent surveys in November 2019, and fundraising efforts. Continue to encourage parent volunteers through PTO, Class Dojo, and Parentlink. Students: Continue to teach growth mindset. Continue counselor lessons on bullying and mindfulness, monthly district drills to practice safety measures, and monthly Safety Committee meetings to review safety procedures and drills. Continue to set student goals and discuss how to achieve those goals.

Monitoring Plan: How will you track the implementation of this plan?Administrative observations, Class Dojo stories, Parentlink history, assessment, Read by Grade 3, and RTI letters, parent conference format, parent surveys returned, PTO meetings, data notebooks, mindfulness schedule.

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?Review 2020 Districtwide Survey data.



APPENDIX A - Professional Development Plan

1.1Professional development (PD) will take place on the following: Kagan Cooperative Structures, accountable talk, differentiated instruction, metacognition strategies, goal setting, MAP, Response to Instruction (RTI), aimsPlus (benchmarking and progress monitoring), BlendEd 3-5, engagement strategies, text dependent questions, rigorous literacy stations,GATE embedded skills, ELL strategy (RACE) and science/ELA integration. Teachers will collaborate using Professional Learning Communities (PLC) and RTI meetings.

Goal 1 Additional PD Action Step (Optional)

2.1Professional development (PD) will take place on the following: math tier one strategies, Kagan Cooperative Structures, accountable talk, differentiated instruction, metacognition strategies, goal setting, MAP, Response to Instruction (RTI), aimsPlus (benchmarking and progress monitoring), BlendEd 3-5, engagement strategies, GATE embedded skills, and ELL strategy (RACE). Teachers will collaborate using Professional Learning Communities (PLC) and RTI meetings.Review and continue to implement Math Instructional Framework (MIF). Implement RTI protocols in math. Unwrap math standards and create and refine common assessments in PLC.


3.1Meet with parents of students who are at risk for chronic absenteeism (absent 10% of enrolled days), reward students who come to school 100% of enrolled days each month, implement truancy court every Friday for students who are at risk for chronic absenteeism, highlight grade level attendance each month on bulletin board in lunchroom (% of students who have missed 5% or less of enrolled days), send communication (letter or Dojo) to parents about the importance of attendance via Dojo School Story, send letters home at the beginning of the year and end of semester one when students have chronic absenteeism to make parents aware.




APPENDIX B - Family Engagement Plan

1.2Assessment letters will be sent home 3 times a year. Parent conferences will focus on growth mindset, student goal setting, and student led conferences. Literacy Night will be held to encourage reading and strategies at home. Family and Community Engagement Services (FACES) trainings will continue to be scheduled to promote literacy in the home. School-wide Classroom Dojo for consistent and strategic parent communication regarding the school and classroom.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Assessment letters will be sent home 3 times a year. Parent conferences will focus on growth mindset, student goal setting, and student led conferences. Math/Science Night will be held to encourage math strategies at home. Family and Community Engagement Services (FACES) trainings will continue to be scheduled to promote math in the home. School-wide Classroom Dojo to provide consistent and strategic parent communication regarding the school and classroom.


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase the Median Growth Percentile in reading for 3-5 grade students as measured by the 2020 state summative assessment and reported on the Nevada School Performance Framework from 55.5 to 65.

Measurable Objective(s):

Maintain the Adequate Growth Percentile in reading for 3-5 grade students as measured by the 2020 state summative assessment and reported on the Nevada School Performance Framework at 63 or higher.

StatusN/A

Comments:

1.1 Professional Development:1.2 Family Engagement:1.3 Curriculum/Instruction/Assessment:1.4 Other:

Mid-Year End-of-Year

1.1

Professional development (PD) will take place on the following: Kagan Cooperative Structures, accountable talk, differentiated instruction, metacognition strategies, goal setting, MAP, Response to Instruction (RTI), aimsPlus (benchmarking and progress monitoring), BlendEd 3-5, engagement strategies, text dependent questions, rigorous literacy stations,GATE embedded skills, ELL strategy (RACE) and science/ELA integration. Teachers will collaborate using Professional Learning Communities (PLC) and RTI meetings.

N/A

Progress

Barriers

Next Steps

1.2

Assessment letters will be sent home 3 times a year. Parent conferences will focus on growth mindset, student goal setting, and student led conferences. Literacy Night will be held to encourage reading and strategies at home. Family and Community Engagement Services (FACES) trainings will continue to be scheduled to promote literacy in the home. School-wide Classroom Dojo for consistent and strategic parent communication regarding the school and classroom.

N/A

Progress



Barriers

Next Steps

1.3

Analyze RTI Reading Protocols and adjust accordingly, utilize a Certified Temporary Tutor (CTT) to provide targeted and tier 2/3 instruction for students that qualify through the RTI Reading Protocols, continue an intervention/differentiation block in the master schedule for grades K-5, continue to implement Literacy Instructional Framework (LIF), continue to implement and incorporate Kagan Structures for engagement, unwrap English Language Arts (ELA) with science standards during PLC and create or revise common grade level assessments, hold grade level RTI meetings and analyze the data, continue to access Reading A-Z, Lexia and Accelerated Reader school-wide, utilize MAP data to determine student proficiency and growth and plan for instruction. Have students track their Accelerated Reading quizzes and pass rates on charts and reward at the semester mark.

N/A

Progress

Barriers

Next Steps

1.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Increase the Median Growth Percentile (MGP) in math for 3-5 grade students as measured by the 2020 on the state summative assessment and reported on the Nevada School Performance Framework from 59 to 65.


Maintain the Adequate Growth Percentile (AGP) in math for 3-5 grade students as measured by the 2020 on the state summative assessment and reported on the Nevada School Performance Framework at 52 or above.

StatusN/A

Comments:



2.1

Professional development (PD) will take place on the following: math tier one strategies, Kagan Cooperative Structures, accountable talk, differentiated instruction, metacognition strategies, goal setting, MAP, Response to Instruction (RTI), aimsPlus (benchmarking and progress monitoring), BlendEd 3-5, engagement strategies, GATE embedded skills, and ELL strategy (RACE). Teachers will collaborate using Professional Learning Communities (PLC) and RTI meetings.Review and continue to implement Math Instructional Framework (MIF). Implement RTI protocols in math. Unwrap math standards and create and refine common assessments in PLC.

N/A

Progress

Barriers

Next Steps

2.2

Assessment letters will be sent home 3 times a year. Parent conferences will focus on growth mindset, student goal setting, and student led conferences. Math/Science Night will be held to encourage math strategies at home. Family and Community Engagement Services (FACES) trainings will continue to be scheduled to promote math in the home. School-wide Classroom Dojo to provide consistent and strategic parent communication regarding the school and classroom.

N/A



Progress

BarriersNext Steps

2.3

Analyze RTI Math Protocols and adjust accordingly, utilize a Certified Temporary Tutor (CTT) to provide targeted and tier 2/3 instruction for students that qualify through the RTI Math Protocols, continue an intervention/differentiation block in the master schedule for grades K-5, continue to implement Math Instructional Framework (MIF), continue to implement and incorporate Kagan Structures for engagement, continue to unwrap math standards during PLC and create or revise common grade level assessments, hold grade level RTI meetings and analyze the data, continue to access ST Math school-wide, utilize MAP data to determine student proficiency and growth and plan for instruction, have students access ST Math during specials and the classroom.

N/A

Progress

Barriers

Next Steps

2.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:Maintain the percent of chronically absent students at 5% or less as measured by Infinite Campus and reported on the Nevada School Performance Framework.


StatusN/A

Comments:



3.1

Meet with parents of students who are at risk for chronic absenteeism (absent 10% of enrolled days), reward students who come to school 100% of enrolled days each month, implement truancy court every Friday for students who are at risk for chronic absenteeism, highlight grade level attendance each month on bulletin board in lunchroom (% of students who have missed 5% or less of enrolled days), send communication (letter or Dojo) to parents about the importance of attendance via Dojo School Story, send letters home at the beginning of the year and end of semester one when students have chronic absenteeism to make parents aware.

N/A

Progress

Barriers

Next Steps

3.2 N/A

Progress



Barriers

Next Steps

3.3 N/A

Progress

Barriers

Next Steps

3.4 N/A

Progress

Barriers

Next Steps



school performance plan · 2019. 11. 22. · school performance plan school name frias, charles...

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