Wolfe

Nevada Department of Education WOLFE, EVA ES 2020-2021
Clark County School District
School Performance Plan
School Name
WOLFE, EVA ES
Address (City, State, Zip Code, Telephone):

4027 WEST WASHBURN ROAD
NORTH LAS VEGAS, NV 89031, 7027991860
Superintendent/Region Jesus Jara / Grant Hanevold

Superintendent:
For Implementation During The Following Years: 2020-2021
The Following MUST Be Completed:
Title I Status: Served
Designation: CSI
Grade Level Served: Elementary
Classification: 2 Star
NCCAT-S: Not Required
Please ensure that the following

*1 and 2 Star Schools Only: 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 Position

Annie Page Parent Jennifer French Principal
Jennifer Davis RBG 3 Facilitator Mike Harvey Head Custodian
Amber Callaghan Counselor Scott Donahue PE Teacher
Kristin Fullerton 1st Grade Teacher Tyechia Miller 3rd Grade Teacher
Last Date Review/Revised By Planning Team - 03/19/2020 Page 1 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

English Language Learner (ELL) Data Special Education Data
Including FRL
Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)
Statewide Assessments Achievement Gap Data Achievement Gap Data
Teacher/Administrator Observation Data Content/ESL Staffing and Professional Development Special Ed Staffing and Professional Development
Interim Assessments NA NA
NA NA NA
Other: 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.
Trend Data:
[Will need to be updated in the summer/fall]
In general, students performed better academically in 2018-2019 than in 2016-2017 & 2017-2018. Scores dipped in 2017-2018 and then increased above the 2016-2017 scores in 2018-2019.
The two exceptions are with Reading proficiency and ELL proficiency. Both of those percentages rose in 2017-2018 and took a slight dip in 2018-2019.
Math proficiency - 27% in 2016-17 to 25.3% in 2017-18 to 34.7 in 2018-19
Reading proficiency - 36.1% in 2016-17 to 41.5% in 2017-2018 to 35% in 2018-19
Science proficiency - 9.8% in 2017-18 to 10% in 2018-19
Math growth (median) - 28% in 2016-17 to 21.5% in 2017-18 to 45% in 2018-19

Reading growth (median) - 41.5% in 2016-17 to 41.5% in 2017-18 to 54% in 2018-19
Math growth (mean) - 18.4% in 2016-17 to 10.7% in 2017-18 to 26.8% in 2018-19

Reading growth (mean) - 37.5% in 2016-17 to 33.1% in 2017-18 in 37.6% in 2018-19
ELL proficiency - 25% in 2016-17 to 53.7% in 2017-18 to 43.6% in 2018-19
Chronic absenteeism - 10.5% in 2016-17 to 17.1% in 2017-18 to 13.1% in 2018-19
Number of disciplinary issues - 366 incidents in 2016-17 to 157 incidents in 2017-18 to 40 incidents in 2018-19
Perceptual Data Responses Gathered by CTAC April/May 2019

Respect
Students report positive experiences at school such as the fundraising, outdoor activities, and the teachers, who students characterize as kind and helpful. The reports are mixed in terms of the
respect
shown throughout the school. Students report being mostly respected by adults, though indicate some students do not show peers respect or that there is too much drama. Teachers indicate
most students are respected by adults except for how some students are treated if they have had disciplinary action taken. Teachers and students feel safe at school.
Feedback
Teachers report that feedback is available from a variety of sources and indicate that the feedback is helpful, particularly when sharing ideas and strategies.
Curriculum
Students report positive experiences in the classroom. Teachers report that success with students occurs when students directly engage in activities themselves (i.e., Try It Fridays), collaborate
and talk with fellow students, and use the Crayola materials to integrate the content areas.
Family/School Relationship
Teachers and students cite ClassDojo as a key means of communication. Students indicate that much of the home communication centers on behavior.
According to the official 2018-2019 NDE Validation Day data, the Wolfe Elementary student population consists of Asian (2.9%), African American (18.2%), White/Caucasian (23.6%),
Hispanic/Latino (47%), Native American/Alaskan Native (0.1%), Multiracial (5.6%), Hawaiian Pacific Islander (2.2%), FRL (100%), IEP (18.6%), and LEP (22.9%) with a total of 512 students. This is
the fourth year that 100% of our students have qualified for free and reduced lunch.
The most recent statewide summative assessment data were analyzed, and we identified the following:
Relative Strengths:
~ 9.4% increase in math proficiency
~ Increased math proficiency for all subgroups
~ Doubled the number of African-American students who were proficient in math
Areas to Target:
Students struggled with ELA Claim 2. Only 50% of 3rd grader, 57% of 4th graders, and 305 of 5th graders were proficient.
Non-academic successes:
Reduced chronic absenteeism
Reduced major disciplinary events from 273 in 2016-2017 to 41 in 2018-2019
Our CTAC results indicated that teachers needed to better understand the standards and learning targets; improve collaborative data decision-making structures; and using effective strategies to
differentiate instruction. Those areas of focus have been incorporated into the SPP.
~ All instructional staff members use effective instructional strategies to meet the learning needs of all students (1.3).
~ All instructional staff members routinely collaborate to review the impact of instructional strategies and to modify instruction accordingly (1.4).
COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 1
☑ General Education ☑ FRL ☑ ELL ☐ IEP ☐ Other

Based on the CNA, identify all that apply:
Priority Need/Goal 1:
Increase reading proficiency from XX% to YY% and math proficiency from XX% to YY% by spring 2020 as measured by the Reading and Math SBAC.

Root Causes:
Explicit instruction that includes tasks that place appropriate demands on each student and progressively develop all students' cognitive abilities and skills is not consistently evident during
instruction (NEPF 2.2). In addition, opportunities for extended productive discourse between the teacher and students and among students is not consistently evident during classroom instruction
(NEPF Standard 3).

Measurable Objective 1:
Increase the reading MAP median RIT scores in kindergarten through fifth grade by 10 points from spring 2020 to spring 2020 (K - XX to YY; 1st - XX to YY; 2nd - XX to YY; 3rd - XX to YY; 4th - XX
to YY; 5th XX to YY).

Increase the math MAP median RIT scores in kindergarten through fifth grade by 10 points from spring 2020 to spring 2020 (K - XX to YY; 1st - XX to YY; 2nd - XX to YY; 3rd - XX to YY; 4th - XX to
YY; 5th XX to YY).

At least 70% of all students will meet their projected MAP growth targets as measured by the winter 2021 and spring 2021 MAP assessment.

At least 70% of all students will demonstrate mastery on the March 2021 school-wide performance task.

Monitoring Status
N/A

ACTION PLAN MONITORING PLAN
List Artifacts/Evidence of
Resources and Amount Needed for
List Timeline, Benchmarks, Monitoring
Action Step Progress:
Implementation
(please only list one action step per box) Information (Data) that will and Position Responsible Status
(people, time, materials, funding
verify the action step is in
sources)
progress or has occurred.
Continuation From Last

1.1 Professional Development (Required) NCCAT-S Indicators: 1.1, 1.2, 1.4
Year: Yes
1) Teachers will receive professional development in the area of time - morning meetings, professional agendas, sign-in sheets, Professional development N/A
language development. A major focus of the professional development learning days, PLC meetings ESSA level classroom observations, meetings - at least bi-weekly
will be improving language instruction through discourse. ESSA level 2 2; substitute days for collaboration intervention plans, classroom (October 2020 - April 2021) - site
2) Teachers will receive professional development in the areas of (general funds) ESSA level 2; ANet observations, MAP data administrator & learning
developing strong number sense and using discourse to reinforce coach (grant funded) ESSA level 2; strategists responsible PLC
mathematical concepts. ESSA level 2 3) Professional learning areas of RBG 3 facilitator (grant funded) ESSA meetings - at least bi-weekly
emphasis throughout the school year will be on comparing texts and level 2 (September 2020 - May 2021)
citing evidence from text for ELA and fractions for mathematics. ESSA
level 2 4) The Anet coach and RBG 3 strategist will support teachers in
unwrapping the standards.
Comments:

Resources and Amount Monitoring

Action Step List Artifacts/Evidence Timeline and Position Responsible
Needed Status

1.2 Family Engagement (Required) NCCAT-S Indicators: 1.9
Year: Yes
Boys Town personnel will have parent Boys Town staff, time to meet, agendas, sign-in sheets parent curriculum meetings - August/September 2020 Boys N/A
meetings regarding language development, paper for handouts (general Town parenting classes - September/October 2020; individual
understanding assessments, and strategies for funds), snacks (general funds) meetings with parents to support success in school throughout
supporting school success. the year - Boys Town personnel
Comments:


1.3 Curriculum/Instruction/Assessment (Required) NCCAT-S Indicators: 1.1, 1.2, 1.4
Year: Yes
1) Teachers will allow for discourse (oral or written) on average every ten time - regular purposeful planning Classroom observations, Teachers are to implement action steps 1- N/A
minutes and ensure that their lessons have a high cognitive demand. 2) meetingd - ESSA level 2, substitute instructional 3, 7 daily, action steps 4 & 8 weekly,
Teachers will integrate Anet & Kohn Academy activities into their days for collaboration (Title I/Title lll) - rounds/shadowing, lesson action steps 5 as common assessment
instruction to differentiate for student learning needs. 3) Intervention ESSA level 2, intervention teacher/CTT plans, formative/summative data is available, and action step 6 in
support will be provided to students who are in the bottom quartile. 4) (SB 178/ general funds) - ESSA level 2; assessment data, progress September, December/January, and
Teachers will purposefully plan lessons and give common assessments to computer programs - STMath (general toward SLG's March. Site administrators will conduct
analyze growth (classroom assessments, MAP, school-wide performance funds) - ESSA level 3, Kohn Academy, classroom observations at least once
tasks, AIMSweb Plus) 5) Teachers will analyze students' progress through ANet activities(grant funded); tutors monthly (September - May) to ensure
classroom assessments, MAP, performance tasks, and AIMSweb Plus or (21st CCLC)- ESSA level 3 these action steps are occurring in each
ESGI. 6) Teachers will implement their SLG's and monitor their progress. classroom.
7) Tutoring will be available for students. 8) Teachers will complete their
own assignments to create exemplars before giving the students the
assignment.
Comments:
1.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators:

N/A
Comments:

☑ General Education ☑ FRL ☑ ELL ☑ IEP ☐ Other

Reduce the overall achievement gap percentage points between highest performing subgroup and lower performing ethnic/racial subgroups in both reading and math. Reduce the reading
proficiency gap between the school's highest performing subgroup (enter subgroup) and lower performing ethnic/racial subgroup (enter subgroup) from XX% to YY% by 2021 as measured by
state assessments. Reduce the math proficiency gap between the school's highest performing subgroup (enter subgroup) and lower performing ethnic/racial subgroup (enter subgroup) from XX%
to YY% by 2021 as measured by state assessments.

Root Causes:
Explicit instruction that includes tasks that place appropriate demands on each student and progressively develop all students' cognitive abilities and skills is not consistently evident during
reading and math instruction (NEPF Standard 2). In addition, opportunities for extended productive discourse between the teacher and students and among students is not consistently evident
during whole group and and small group instruction. (NEPF Standard 3)

Of the XX fourth and fifth grade [enter subgroup] students not proficient on the 2020 ELA SBAC assessment, at least YY of them will show a 60%ile or higher growth percentile on the 2021 winter
and spring MAP Reading assessments.

Of the XX fourth and fifth grade [enter subgroup] students not proficient on the 2020 Math SBAC assessment, at least YY of them will show a 60%ile or higher growth percentile on the 2021
winter and spring MAP Math assessments.

Increase the percent of English Language Learners (ELL) proficient in ELA from XX% to YY% and in math from XX% to YY% by 2021 as measured by state summative assessments.

Increase the percent of Free and Reduced Lunch (FRL) students proficient in ELA from XX% to YY% and in math from XX% to YY% by 2021 as measured by state summative assessments.

Monitoring Status
N/A

List Artifacts/Evidence of
Resources and Amount Needed for
Action Step Progress:
Implementation
(please only list one action step per box) Information (Data) that will and Position Responsible Status
verify the action step is in
sources)
progress or has occurred.

2.1 Professional Development (Required) NCCAT-S Indicators: 1.1, 1.2, 1.4
Year: Yes
1) Teachers will receive professional development in the area of time - morning meetings, professional agendas, sign-in sheets, Professional development N/A
language development. A major focus of the professional development learning days, PLC meetings ESSA level classroom observations, meetings - at least bi-weekly
will be improving language instruction through discourse. ESSA level 2 2; substitute days for collaboration intervention plans, classroom (October 2020 - April 2021) - site
2) Teachers will receive professional development in the areas of (general funds) ESSA level 2; ANet observations, MAP data administrator & learning
developing strong number sense and using discourse to reinforce coach (grant funded) ESSA level 2; strategists responsible PLC
mathematical concepts. ESSA level 2 3) Professional learning areas of RBG 3 facilitator (grant funded) ESSA meetings - at least bi-weekly
emphasis throughout the school year will be on comparing texts and level 2 (September 2020 - May 2021)
citing evidence from text for ELA and fractions for mathematics. ESSA
level 2 4) The Anet coach and RBG 3 strategist will support teachers in
unwrapping the standards.
Comments:

Resources and Amount Monitoring

Action Step List Artifacts/Evidence Timeline and Position Responsible
Needed Status

Year: Yes
Boys Town personnel will have parent Boys Town staff, time to meet, agendas, sign-in sheets parent curriculum meetings - August/September 2020 Boys N/A
meetings regarding language development, paper for handouts (general Town parenting classes - September/October 2020; individual
understanding assessments, and strategies for funds), snacks (general funds) meetings with parents to support success in school throughout
supporting school success. the year - Boys Town personnel
Comments:


2.3 Curriculum/Instruction/Assessment (Required) NCCAT-S Indicators: 1.1, 1.2, 1.4
Year: Yes
1) Teachers will allow for discourse (oral or written) on average every ten time - regular purposeful planning Classroom observations, Teachers are to implement action steps N/A
minutes and ensure that their lessons have a high cognitive demand. 2) meetingd - ESSA level 2, substitute instructional 1-3, 7 daily, action steps 4 & 8 weekly,
Teachers will integrate Anet & Kohn Academy activities into their days for collaboration (Title I/Title lll) - rounds/shadowing, lesson action steps 5 as common assessment
instruction to differentiate for student learning needs. 3) Intervention ESSA level 2, intervention teacher/CTT plans, formative/summative data is available, and action step 6 in
support will be provided to students who are in the identified lowest (SB 178/ general funds) - ESSA level 2; assessment data, progress September, December/January, and
performing subgroup and the bottom quartile. 4) Teachers will purposefully computer programs - STMath (general toward SLG's March. Site administrators will conduct
plan lessons and give common assessments to analyze growth (classroom funds) - ESSA level 3, Kohn Academy, classroom observations at least once
assessments, MAP, school-wide performance tasks, AIMSweb Plus) 5) ANet activities(grant funded); tutors monthly (September - May) to ensure
Teachers will analyze students' progress through classroom assessments, (21st CCLC)- ESSA level 3 these action steps are occurring in each
MAP, performance tasks, and AIMSweb Plus or ESGI. 6) Teachers will classroom.
implement their SLG's and monitor their progress. 7) Tutoring will be
available for students. 8) Teachers will complete their own assignments to
create exemplars before giving the students the assignment.
Comments:


N/A
Comments:

☑ General Education ☑ FRL ☑ ELL ☑ IEP ☐ Other

Ensure students feel safe and engaged at school through positive, student-centered learning environments. On the District-wide Survey Goal increase students reporting being happy with the
school from XX% to 90% and students feeling safe in school from XX% to 90%.

Root Causes:
Teachers lack a repertoire of strategies for dealing with Tier II student behaviors. Also, many students do not know how to de-escalate themselves as they get upset.

Increase the percentage of students who feel happy in school from XX% (2019-2020) to 90% (2020-2021) as measured by the district wide school survey.

Increase the percentage of students who feel safe in school from XX% (2019-2020) to 90% (2020-2021) as measured by the district wide school survey.

Monitoring Status
N/A

Resources and Amount Needed

List Artifacts/Evidence of Progress:
Action Step Information (Data) that will verify the
for Implementation
(please only list one action step per box) action step is in progress or has and Position Responsible Status
occurred.
sources)
3.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1.8
Teachers will participate in a continuation of Well-Managed time for professional learning sign-in sheets, agenda August 2020, principal; MTSS N/A
Schools professional learning emphasizing restorative justice sessions, experts on dealing with meetings (monthly September
and effective strategies for dealing with oppositional oppositional behaviors 2020 - May 2021)
behaviors , - ESSA level 2; MTSS meetings
Comments:

Resources and Timeline and Position Monitoring

Action Step List Artifacts/Evidence
Amount Needed Responsible Status

Year: Yes
Boys Town will conduct Parenting Cafes and individual meetings with parents. Designated Boys Town partnership agendas, sign-in sheets, N/A
teachers will attend PTA meetings and bring issues of student safety to the attention of (SB 178/Title I) meeting minutes
the site administrators. The principal will listen to concerns about student safety during
SOT meetings.
Comments:

Continuation From
3.3 Curriculum/Instruction/Assessment (Required) NCCAT-S Indicators: 1.8
Last Year: Yes
1) Teachers will teach all students the school-wide Super Sun behaviors and give Super Sun Boys Town Partnership (SB receipts for prizes, Super Sun prizes (monthly - N/A
tickets to students displaying safe, responsible, and/or respectful behavior. - ESSA level 1 2) 178/ Title I) Interventionist (SB Data lab discipline September 2020 - May 2021),
Teachers will implement Tier II MTSS strategies to teach prosocial behaviors for students who 178) .5 counselor (general data counseling sessions (daily -
need supports beyond the Tier I Super Sun expectations. - ESSA level 1 3) Students identified funds) September 2020 - May 2021), Boys
as potential bullies and victims will attend groups to promote prosocial behaviors for the Town Partnership (daily -
former and strategies for the latter 4) Restorative justice circles will be implemented. September 2020 - May 2021)
Comments:


N/A
Comments:

COMPONENT III: Budget Plan
Provide the sources of funds your school is currently receiving and identify the purposes for which those funds are
COORDINATION OF FUNDS TO SUPPORT THE PLAN WITH OTHER PROGRAMS:
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
Applicable Goal(s)
Need/Goal Year activities, intended outcomes, etc.)
General Funds $3,037,520.12 salaries, general supplies Goals 1, 2 and 3
Read by Grade 3 $82,744.63 RGB 3 strategist Goals 1 and 2
class-size reduction teachers, Boys Town partnership, sub-release days, ST Math,
Title I $189,240.00 Goals 1, 2 and 3
AIMSweb Plus, Tynker
Title I PISA $1,892.40 Boys Town partnership - parent involvement None
21st CCLC $110,000.00 tutoring & enrichment classes Goals 1, 2 and 3
SB 178 $153,600.00 intervention teacher, counselor, Boys Town partnership Goals 1, 2 and 3
Title III ???? sub-release days for instructional rounds Goals 1 and 2
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.
Staff at Wolfe ES positively market the school and encourage strong teaching candidates to apply to teach at Wolfe ES.

2. Describe the school's strategies to increase family engagement in accordance with Section 1116 of ESSA (see resource link), such as family literacy services and the
provision to parents on how the school will share academic information in a language they understand.
At the beginning of each school year, each grade level holds a curriculum overview meeting to help families understand what their child is expected to learn throughout the year as well as the
level of rigor expected. Boys Town personnel teaches parenting classes to support learning at school. Parent communication is sent home in English and Spanish.

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.).
The Wolfe ES staff works with the zoned and magnet middle schools to provide students opportunities to visit prospective new campuses. Some of the middle schools have parent meetings to
acquaint families with variety of opportunities offered at the middle school. The counselor conducts lessons inform students about generic and specific middle school expectations.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.
Surveys are sent and leadership meetings are held to allows teachers input as to the academic assessments purchased. Grade levels work together to determine grade-level common
assessments.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement efforts
The general, SB 178, Title I, Title III, and 21st Century Community Learning Center funds are all used to improve Tier I instruction by improving teaching through professional development and
supporting students' differentiated needs.
Plan for improving the school climate
Goal:
Ensure students feel safe and engaged at school through positive, student-centered learning environments. On the District-wide Survey Goal #5, increase students reporting being happy with
the school from XX% to 90% and students feeling safe in school from XX% to 90%.

Action Plan: How will this plan improve the school climate?
Students will learn how to interact and coexist with each in positive ways. 1) Teachers will teach all students the school-wide Super Sun behaviors and give Super Sun tickets to students
displaying safe, responsible, and/or respectful behavior. 2) Teachers will implement Tier II MTSS strategies to teach prosocial behaviors for students who need supports beyond the Tier I Super
Sun expectations. 3) Students identified as potential bullies and victims will attend group counseling/interventionist lessons and be provided with art therapy opportunities.

Monitoring Plan: How will you track the implementation of this plan?
1) monitoring the number of office referrals in IC and Datalab 2) tracking the number of Super Sun tickets

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?
We will analyze district-wide survey data given in November/December to determine if students reporting being happy with the school improved from XX% to 90% and students feeling safe in
school improved from XX% to 90%. The MTSS team will track office referrals month. There were XX major disciplinary referrals in 2019-2020. There will be fewer than XX major behavior referrals
2020-2021.
APPENDIX A - Professional Development Plan
1.1
1) Teachers will receive professional development in the area of language development. A major focus of the professional development will be improving language instruction through discourse.
ESSA level 2 2) Teachers will receive professional development in the areas of developing strong number sense and using discourse to reinforce mathematical concepts. ESSA level 2 3)
Professional learning areas of emphasis throughout the school year will be on comparing texts and citing evidence from text for ELA and fractions for mathematics. ESSA level 2 4) The Anet
coach and RBG 3 strategist will support teachers in unwrapping the standards.

Goal 1 Additional PD Action Step (Optional)

2.1
1) Teachers will receive professional development in the area of language development. A major focus of the professional development will be improving language instruction through discourse.
ESSA level 2 2) Teachers will receive professional development in the areas of developing strong number sense and using discourse to reinforce mathematical concepts. ESSA level 2 3)
Professional learning areas of emphasis throughout the school year will be on comparing texts and citing evidence from text for ELA and fractions for mathematics. ESSA level 2 4) The Anet
coach and RBG 3 strategist will support teachers in unwrapping the standards.


3.1
Teachers will participate in a continuation of Well-Managed Schools professional learning emphasizing restorative justice and effective strategies for dealing with oppositional behaviors , - ESSA
level 2; MTSS meetings

APPENDIX B - Family Engagement Plan
1.2
Boys Town personnel will have parent meetings regarding language development, understanding assessments, and strategies for supporting school success.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2
Boys Town personnel will have parent meetings regarding language development, understanding assessments, and strategies for supporting school success.


3.2
Boys Town will conduct Parenting Cafes and individual meetings with parents. Designated teachers will attend PTA meetings and bring issues of student safety to the attention of the site
administrators. The principal will listen to concerns about student safety during SOT meetings.

APPENDIX C - Monitoring/Evaluation
Priority Need/Goal 1
Increase reading proficiency from XX% to YY% and math proficiency from XX% to YY% by spring 2020 as measured by the Reading and Math SBAC.

Measurable Objective(s):
Increase the reading MAP median RIT scores in kindergarten through fifth grade by 10 points from spring 2020 to spring 2020 (K - XX to YY; 1st - XX to YY; 2nd - XX to YY; 3rd - XX to YY; 4th -
XX to YY; 5th XX to YY).
Increase the math MAP median RIT scores in kindergarten through fifth grade by 10 points from spring 2020 to spring 2020 (K - XX to YY; 1st - XX to YY; 2nd - XX to YY; 3rd - XX to YY; 4th -
XX to YY; 5th XX to YY).
At least 70% of all students will meet their projected MAP growth targets as measured by the winter 2021 and spring 2021 MAP assessment.
At least 70% of all students will demonstrate mastery on the March 2021 school-wide performance task.

Status
N/A

Comments:
1.1 Professional Development:

1.2 Family Engagement:
1.3 Curriculum/Instruction/Assessment:
1.4 Other:

Mid-Year End-of-Year
1) Teachers will receive professional development in the area of language development. A major focus of the professional development will
be improving language instruction through discourse. ESSA level 2 2) Teachers will receive professional development in the areas of
1.1 developing strong number sense and using discourse to reinforce mathematical concepts. ESSA level 2 3) Professional learning areas of
emphasis throughout the school year will be on comparing texts and citing evidence from text for ELA and fractions for mathematics. ESSA
level 2 4) The Anet coach and RBG 3 strategist will support teachers in unwrapping the standards.
Progress
Barriers
Next Steps
Boys Town personnel will have parent meetings regarding language development, understanding assessments, and strategies for
1.2
supporting school success.
Progress
Barriers
Next Steps
1) Teachers will allow for discourse (oral or written) on average every ten minutes and ensure that their lessons have a high cognitive
demand. 2) Teachers will integrate Anet & Kohn Academy activities into their instruction to differentiate for student learning needs. 3)
Intervention support will be provided to students who are in the bottom quartile. 4) Teachers will purposefully plan lessons and give
1.3 common assessments to analyze growth (classroom assessments, MAP, school-wide performance tasks, AIMSweb Plus) 5) Teachers will
analyze students' progress through classroom assessments, MAP, performance tasks, and AIMSweb Plus or ESGI. 6) Teachers will implement
their SLG's and monitor their progress. 7) Tutoring will be available for students. 8) Teachers will complete their own assignments to create
exemplars before giving the students the assignment.
Progress
Barriers
Next Steps
1.4
Progress
Barriers
Next Steps
Reduce the overall achievement gap percentage points between highest performing subgroup and lower performing ethnic/racial subgroups in both reading and math. Reduce the reading
proficiency gap between the school's highest performing subgroup (enter subgroup) and lower performing ethnic/racial subgroup (enter subgroup) from XX% to YY% by 2021 as measured by
state assessments. Reduce the math proficiency gap between the school's highest performing subgroup (enter subgroup) and lower performing ethnic/racial subgroup (enter subgroup) from XX%
to YY% by 2021 as measured by state assessments.

Of the XX fourth and fifth grade [enter subgroup] students not proficient on the 2020 ELA SBAC assessment, at least YY of them will show a 60%ile or higher growth percentile on the 2021
winter and spring MAP Reading assessments.
Of the XX fourth and fifth grade [enter subgroup] students not proficient on the 2020 Math SBAC assessment, at least YY of them will show a 60%ile or higher growth percentile on the 2021
winter and spring MAP Math assessments.
Increase the percent of English Language Learners (ELL) proficient in ELA from XX% to YY% and in math from XX% to YY% by 2021 as measured by state summative assessments.
Increase the percent of Free and Reduced Lunch (FRL) students proficient in ELA from XX% to YY% and in math from XX% to YY% by 2021 as measured by state summative assessments.

Status
N/A

Comments:

2.4 Other:

1) Teachers will receive professional development in the area of language development. A major focus of the professional development will
be improving language instruction through discourse. ESSA level 2 2) Teachers will receive professional development in the areas of
2.1 developing strong number sense and using discourse to reinforce mathematical concepts. ESSA level 2 3) Professional learning areas of
emphasis throughout the school year will be on comparing texts and citing evidence from text for ELA and fractions for mathematics. ESSA
level 2 4) The Anet coach and RBG 3 strategist will support teachers in unwrapping the standards.
Progress
Barriers
Next Steps
Boys Town personnel will have parent meetings regarding language development, understanding assessments, and strategies for
2.2
supporting school success.
Progress
Barriers
Next Steps
1) Teachers will allow for discourse (oral or written) on average every ten minutes and ensure that their lessons have a high cognitive
demand. 2) Teachers will integrate Anet & Kohn Academy activities into their instruction to differentiate for student learning needs. 3)
Intervention support will be provided to students who are in the identified lowest performing subgroup and the bottom quartile. 4) Teachers
2.3 will purposefully plan lessons and give common assessments to analyze growth (classroom assessments, MAP, school-wide performance
tasks, AIMSweb Plus) 5) Teachers will analyze students' progress through classroom assessments, MAP, performance tasks, and AIMSweb
Plus or ESGI. 6) Teachers will implement their SLG's and monitor their progress. 7) Tutoring will be available for students. 8) Teachers will
complete their own assignments to create exemplars before giving the students the assignment.
Progress
Barriers
Next Steps
2.4
Progress
Barriers
Next Steps
Ensure students feel safe and engaged at school through positive, student-centered learning environments. On the District-wide Survey Goal increase students reporting being happy with the
school from XX% to 90% and students feeling safe in school from XX% to 90%.

Increase the percentage of students who feel happy in school from XX% (2019-2020) to 90% (2020-2021) as measured by the district wide school survey.
Increase the percentage of students who feel safe in school from XX% (2019-2020) to 90% (2020-2021) as measured by the district wide school survey.

Status
N/A

Comments:

3.4 Other:

Teachers will participate in a continuation of Well-Managed Schools professional learning emphasizing restorative justice and effective
3.1
strategies for dealing with oppositional behaviors , - ESSA level 2; MTSS meetings
Progress
Barriers
Next Steps
Boys Town will conduct Parenting Cafes and individual meetings with parents. Designated teachers will attend PTA meetings and bring
3.2 issues of student safety to the attention of the site administrators. The principal will listen to concerns about student safety during SOT
meetings.
Progress
Barriers
Next Steps
1) Teachers will teach all students the school-wide Super Sun behaviors and give Super Sun tickets to students displaying safe, responsible,
and/or respectful behavior. - ESSA level 1 2) Teachers will implement Tier II MTSS strategies to teach prosocial behaviors for students who
3.3
need supports beyond the Tier I Super Sun expectations. - ESSA level 1 3) Students identified as potential bullies and victims will attend
groups to promote prosocial behaviors for the former and strategies for the latter 4) Restorative justice circles will be implemented.
Progress
Barriers
Next Steps
3.4
Progress
Barriers
Next Steps

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Nevada Department of Education WOLFE, EVA ES 2020-2021

Clark County School District

School Performance Plan

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

Superintendent/Region Jesus Jara / Grant Hanevold

For Implementation During The Following Years: 2020-2021

The Following MUST Be Completed:

Title I Status: Served

Grade Level Served: Elementary

NCCAT-S: Not Required

Please ensure that the following

Name of Member Position Name of Member Position

COMPONENT I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)

DATA REVIEWED & ANALYZED:

School Data For General Education

Math growth (median) - 28% in 2016-17 to 21.5% in 2017-18 to 45% in 2018-19

Math growth (mean) - 18.4% in 2016-17 to 10.7% in 2017-18 to 26.8% in 2018-19

ELL proficiency - 25% in 2016-17 to 53.7% in 2017-18 to 43.6% in 2018-19

Chronic absenteeism - 10.5% in 2016-17 to 17.1% in 2017-18 to 13.1% in 2018-19

Perceptual Data Responses Gathered by CTAC April/May 2019

☑ General Education ☑ FRL ☑ ELL ☐ IEP ☐ Other

ACTION PLAN MONITORING PLAN

Continuation From Last

Resources and Amount Monitoring

Continuation From Last

Continuation From Last

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

☑ General Education ☑ FRL ☑ ELL ☑ IEP ☐ Other

ACTION PLAN MONITORING PLAN

Continuation From Last

Resources and Amount Monitoring

Continuation From Last

Continuation From Last

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

☑ General Education ☑ FRL ☑ ELL ☑ IEP ☐ Other

ACTION PLAN MONITORING PLAN

Resources and Amount Needed

Resources and Timeline and Position Monitoring

Continuation From Last

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

COMPONENT III: Budget Plan

COMPONENT IV: REQUIRED ELEMENTS FOR TITLE I SCHOOLS:

Plan for improving the school climate

APPENDIX A - Professional Development Plan

APPENDIX B - Family Engagement Plan

1.1 Professional Development:

2.1 Professional Development:

3.1 Professional Development:

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