Clark County School District

Northwest Career
And Technical Academy
School Performance Plan: A Roadmap to Success

Northwest Career and Technical Academy has established its School Performance Plan for the school year.
This plan was developed by the school’s continuous improvement (CI) team and informed by a
comprehensive needs assessment that included data analysis and meaningful engagement with the
school community. It includes the school's goals and process developed during Act 1. The CI team will
monitor implementation throughout the school year and evaluate and update the goals at the end of the
year.

Principal: Mrs. Laura Willis

School Website: [Link]
Email: gaultlk@[Link]
Phone: 702.799.4640
School Designations: Title I MRI CSI TSI ATSI

This template was last updated by NDE on September 30, 2022. 1

Our SPP was last updated on February 9, 2024.

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School Continuous Improvement Team
The Continuous Improvement Team is made up of a diverse group of school administrators, teachers,
staff, caretakers, and students charged with developing, implementing, and evaluating the school’s
continuous improvement efforts outlined in the School Performance Plan.
Name Role

Laura Willis Principal(s) (required)

Jennifer Leifer, Kelly Slear, Jodean Oviatt Other School Administrator(s) (required

Julie Roos, Jennifer Newman-Cornell, Matthew Teacher(s) (required)

Totaro, Milton Castellanos, Aida Perez, Katelyn
McClain, April Symmonds, Geneve Garcia, Patrick
Morelock, Susan McGivney, Casie VanLiere, Susan
Rendon, Andrea Sparks

Eliza Brink, Kasina Douglass, Francisco Pina, Paraprofessional(s) (required)

Yvette Andes, Carolyn Courtman, Amekia Parent(s) (required)

Edwards, Stephanie Fitzgerald, Lisa Geer, Belinda
Marentic, Rachel Petrimoulx, Shar Toler,

Danna Chavez, Julie Vargas, Jayla Mathews, Liam Student(s) (required for secondary schools)
Orr, Daniel Proctor

N/A Tribes/Tribal Orgs (if present in community)

Lance Quaney, Lenise Dudman, Specialized Instructional Support Personnel (if

appropriate)

Add additional members/roles as necessary

School Demographics and Performance Information

In compliance with federal and state law, Nevada’s K-12 Accountability Portal provides detailed
information about each school’s student and staff demographics and school performance rating, a
star-rating system based on the Nevada School Performance Framework (NSPF). You can find our School
Rating Report at School's School Rating Report.

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School Goals and Improvement Plan
The improvement plan on the following pages articulates our goals for the upcoming school year, strategies we will employ to achieve our goals,
and other important planning information.

Inquiry Area 1 - Student Success

Student Success
Areas of Strength Areas for Growth
Area of Focus for 22-23 regarding Science: Area of Focus from 22-23 regarding Science:
● All grades have grown by more than 20% ● Continue science trajectory for 23-24 school year.
● 9th grade grew by almost 90% ● Find an applicable goal that staff will be onboard with.
● Data Representation is at its highest level in all grades for ● Align success rates with summative assessment data.
the past 2 years. ● Move to a new area of focus within a different subject
● All grades also grew in overall CERT achievement in (Ideally math in Algebra I and Algebra II)
Science
Problem Statement:
Moving on to another subject area of focus for the 23-24 school year.
End of year MAPs data from 22-23 indicated that 56% of 9th graders and 88% of 10th graders fell below the 61st percentile mastery
in Algebra II, and that 83% of 9th graders in Algebra I fell below the 61st percentile mastery. When correlated with 21-22, the end
of year MAPs data from 21-22 indicated that 84% of 9th graders in Algebra I fell below the 61st percentile mastery, while 89% of
10th graders in Algebra II fell below the 61st percentile for mastery. This is concerning as we are not just seeing insignificant gains
between school years in the same sample groups, we are also seeing a regression in mastery.

Critical Root Causes of the Problem:

● Pacing of instructional material
● Students’ lack of foundational skills
● Staffing (vacancy & teachers on FMLA)
● Post COVID affects

Student Success

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School Goal: Aligned to Nevada’s STIP
Goal:
Based on the 22-23 end of year MAP data that 56% of 9th graders and 88% of 10th graders fell
⎷ STIP Goal 1 ⎷ STIP Goal 2
below the 61st percentile mastery in Algebra II, and that 83% of 9th graders in Algebra I fell below
the 61st percentile mastery, we will INCREASE the percent of students projected to be proficient ⎷ STIP Goal 3 ⎷ STIP Goal 4
on the state summative assessments in Math by 10 percentage points in the areas of 61st
percentile or above from 55% (Fall 2023) to 65% (spring 2024), as measured by the MAP Growth ⎷ STIP Goal 5 ☐ STIP Goal 6
Assessment.

Formative Measures:

● MAPs 6th+ Growth Indicator Assessment (Fall, Winter, & Spring)

Improvement Strategy: Lead: Who is responsible

1. Kagan PD on Student Engagement 2-3 times throughout the year for implementing this
2. Lesson Plan Studies via RPDP strategy?
3. Quarterly Data Dives of MAPs and Cert data 1. All staff including
4. School-Wide Instructional Walkthroughs instructional aides
5. Required School-Wide Tier 1 Strategies 2. Math department
3. Math, English and
Evidence Level: 3-Strong Science
departments and
Action Steps: What steps do you need to take to implement this improvement strategy? admin team.
● All teachers will post and communicate learning intentions and success criteria and 4. All leadership
students will interact with them on a daily basis. including teachers,
● Teachers will purposefully plan lessons to include scaffolds (word walls, sentence stems, PLC leads, DCs,
etc.), & chunking of time to provide for both direct instruction and student active admin, and learning
learning. (Active learning includes higher level discourse in which all students are strategist.
participating, collaborative group work, etc.) 5. All staff

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 ● Teachers will deliver a daily formative assessment that is aligned to the summative
assessment and standards in order to informally or formally assess for understanding that
aligns to the success criteria.

Resources Needed: What resources do you need to implement this improvement strategy?
● Scaffold vs. differentiation district sheet
● PD on: Kagan-Student Engagement, Lesson Studies, Quarterly Data Dives, and Tier 1
School Wide Expectations
● Accessible Instructional Observation Tool for all Staff
● Data from MAPs & Cert

Challenges to Tackle: What implementation challenges do you anticipate? What are the
potential solutions?
● Implementation Challenge: Staff and student buy-in, tools to gauge fidelity of
implementation, and continued relevance for students and staff
● Potential Solution: Teacher to teacher PD, Committees that develop said tools and
provide feedback, Create a google sheet that all staff can access to conduct Instructional
Walkthroughs, calendar and create systems for fidelity checks.

Funding: What funding sources can you use to pay for this improvement strategy(ies) associated
with this goal?
● General Budget
o More information will be provided when the invoice has been received.

Resource Equity Supports1: Based on your Data Dive and Root Cause Analysis, what if any resource inequities did you identify for the following student groups
specific to this goal? (Consider any challenges these groups face.) What, specifically, will you do to support them to overcome these challenges?

English Learners
● Challenge: Language barriers and different cultural teaching methods as well as communication/support and buy-in for and from the

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“Resource equity” is the allocation and use of resources – people, time, and money – to create student experiences that enable all children to
reach empowering, rigorous learning outcomes, no matter their background. (Definition adapted from USED)

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 parents and students.
● Support: School Initiatives for Tier 1 Instructional supports are deeply rooted in ELL practices. ELL wraparound team will focus on ELL
mentorship, tutoring, as well as academic advising. The ELL mentor team will expand from 2 in 22-23 to 3 in 23-24. Communication will be
provided in multiple languages as well as breakout sessions will be hosted for said groups throughout the year.
Foster/Homeless:
● Challenge: Identifying vulnerable student populations in order to provide academic and social emotional support. Ensuring that these
students have consistent attendance and are aware of extra services such as tutoring, fundamental classes, etc.
● Support: Work with staff including counselor, admin, teachers, and community liaison, to ensure that they are aware of said students and
that said students. Provide tutoring, Hawk Haven services, bus transportation, counseling, and student involvement opportunities.
Free and Reduced Lunch:
● Challenge: Ensuring that students' physical/social emotional needs are met first. Ensuring that said students have consistent attendance in
order to obtain mastery of standards.
● Support: Hawk Haven which focuses on bridging the gap between home, school and life through ensuring students have whatever is
needed to be successful in school. Assigned a mentor through mentorship class. Provide tutoring, Hawk Haven services, bus
transportation, counseling, and Tier 1 support strategies school-wide.
Migrant:
● Challenge:N/A
● Support: N/A
Racial/Ethnic Groups:
● Challenge: Instruction in mathematics can be approached differently in different education systems. Methodology and certain
instructional content tools or pieces used to teach math can also be culturally irrelevant or confusing to some depending on regional
dialects, figurative language and syntax.
● Support: Teachers will use Kagan structures and community building activities to learn about their students. They will then use that
knowledge to leverage their Tier 1 instruction, Learn Strategist, and ELL Wraparound team to develop instructional support and data
tracking. (i.e. Maps Goal Setting, Kagan Structures, Community Agreements, Culturally Relevant Materials, etc.)
Students with IEPs:
● Challenge: Ensuring that students' modifications and accommodations are consistently applied. Closely aligning SpEd teachers with
General Education teachers to best support their students with IEP’s with fidelity and consistency.
● Support: School Initiatives for Tier 1 Instructional supports are deeply rooted in assisting students with IEPs. The IEP team will collaborate
with the wraparound team to provide assigned mentors, case management, tutoring, as well academic advising. The SEIF will be hired to

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 serve at NWCTA for 5 days a week during 23-24 in which the SEIF will lead bridging the gap and communication between teachers, team,
families and community. PD for SpEd and correlating general education teachers. Clear expectations of collaboration between all entities
including shared lessons plans and shared grading practices between the teacher of record and general education teacher.

Inquiry Area 2 - Adult Learning Culture

Adult Learning Culture
Areas of Strength Areas for Growth
● 284 walkthroughs were conducted by admin alone
● Need to create tool that is accessible to all
during 22-23 school year
● Include feedback to those observed within a reasonable
● Focused on assessing good Tier 1 practices
time period
● Empowered admin to observe all classes across all
● Include all instructional leaders in utilizing the
content areas
walkthrough tool
● Allowed for calibration with admin team
● Align with better fidelity school-wide strategies with
● Gave a baseline of data to use for referencing growth
assessment tool and trainings for a valid data and impact
opportunities
Problem Statement: Given the overall decrease in ACT and MAPs scores during the 22-23 school year, in addition to the 22-23
observation student engagement data from the IOT tool, the fidelity and efficacy of Tier 1 instructional practices and student
engagement for ALL students is concerning. Furthermore, 66.7% of the IOTs conducted indicated that teachers monitored student
learning, but did not ensure learning of 51% or more of the students in total.
Critical Root Causes of the Problem:
● Fidelity of implementation of Tier 1 Instruction/Strategies
● Fidelity and use of IOT tool
● Lack of student goal setting
● Lack of real time student accountability
● All around value and buy-in

Adult Learning Culture

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School Goal: The percent of classroom observations that meet the Teaching and Learning Aligned to Nevada’s STIP
Expectations will increase to 50% at the end of Semester 1 and 70% at the end of Semester 2, Goal:
2024 as measured by the Tier I Monitoring Tool regarding Student Engagement. ⎷ STIP Goal ⎷ STIP Goal
1 2

☐ STIP Goal ⎷ STIP Goal

Formative Measures:
3 4
● District Tier 1 Instructional Observation Tool
● Data reports from said tool ⎷ STIP Goal ☐ STIP Goal
5 6

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Improvement Strategy: Lead: Who is responsible
1. Implementation of Tier 1 Instruction Observation Tool w/ fidelity for implementing this
2. Provide immediate feedback from said tool to observees strategy?
3. Each PLC lead, DC, learning strat and admin will be trained and expected to conduct 1. Admin
observations using the tool. 2. Ms. Oviatt via
4. Analyze data from the tool each month as an admin team and discuss with DCs on a google form
quarterly basis. 3. Learning strat, PLC
leads, DCs and
Evidence Level: 3-Strong admin.
4. Admin and DCs
Action Steps: What steps do you need to take to implement this improvement strategy?
● 100% of teachers will participate in PLCs that align with the district PLC framework and
plan guide.

● Teachers will execute and complete required PLC docs as a team each cycle.

● During PLC teachers are going to identify the success criteria, learning progressions,and
learning intentions.

● During PLCs and other staff meetings, teachers will analyze student assessment data (i.e.
MAPs, Cert, ACT, AP, Summative, Common Assessments, Formative Assessments ) in
order to plan for the most effective instructional strategies, scaffold to be provided during
instruction, small group instruction, differentiated instruction, …)

Resources Needed: What resources do you need to implement this improvement strategy?
● PD for said entities on how to properly conduct observations using the tool
● Google form created after tool w/ feedback populated and sent
● Schedule for conducting observations

Challenges to Tackle: What implementation challenges do you anticipate? What are the
potential solutions?
● Implementation Challenge: Time for observations. Teacher buy-in. Effective intended use
of tools. Calibration.

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 ● Potential Solution: Integrate said expectation into PLC/DC leads. Provide a PD lead by
peers, learning strat, and admin on how to use tools. Create a reasonable schedule for
said observations.

Funding: What funding sources can you use to pay for this improvement strategy(ies) associated
with this goal?
● No anticipated funding is needed at this time.

Resource Equity Supports: Based on your Data Dive and Root Cause Analysis, what if any resource inequities did you identify for the following
student groups specific to this goal? (Consider any challenges these groups face.) What, specifically, will you do to support them to overcome
these challenges?

English Learners
● Challenge: ELL students are fully integrated in large classes in the least restrictive environment, which can make it
challenging to identify said students to provide assistive support.
● Support: Teachers will ensure that they explicitly embed ELL differentiated strategies into their daily lesson plans which will
in turn be reflected in their classroom instruction. Teachers will also be required to implement a visual word wall and
leverage it in their Tier 1 Instruction to assist ELL learners in the mastery of content specific terms. Tier 1 Instructional
Walkthroughs and Administrative Observations/Observation Conferences will encompass student engagement “look fors,”
for accountability and coaching purposes.
Foster/Homeless:
● Challenge: Instability in various forms such as transportation, child care, depression,etc. can be challenging for
Foster/Homeless students as it pertains to their attendance and motivation in academics/school related activities.
● Support: The school-wide implementation of Kagan strategies and community building will be utilized by all staff with the
goal of engaging each student in a safe learning environment. Our Community Liaison will be in charge of monitoring the
attendance and social emotional health of said students to ensure they are able to engage in the academic work. Tier 1
Instructional Walkthroughs and Administrative Observations/Observation Conferences will encompass student engagement
“look fors,” for accountability and coaching purposes.
Free and Reduced Lunch:
● Challenge: Instability in various forms such as transportation, child care, depression, etc. can be prevalent for Free/Reduced
Lunch students as it pertains to their attendance and motivation in academics/school related activities.

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 ● Support: The school-wide implementation of Kagan strategies and community building will be utilized by all staff with the
goal of engaging each student in a safe learning environment. Our Community Liaison will be in charge of monitoring their
attendance and social emotional health of said students to ensure they are able to engage in academic work. Tier 1
Instructional Walkthroughs and Administrative Observations/Observation Conferences will encompass student engagement
“look fors,” for accountability and coaching purposes.
Migrant:
● Challenge: N/A
● Support: N/A
Racial/Ethnic Groups:
● Challenge: Student engagement and instruction is approached differently worldwide. Public speaking, interacting with
peers, group work, essays, etc, can be a challenge or surprise for some depending on prior expectations/exposure in their
school systems.
● Support: Teachers will use Kagan structures and community building activities to learn about their students. They will then
use that knowledge to leverage their Tier 1 instruction, Learn Strategist, and ELL Wraparound team to develop instructional
support and data tracking. (i.e. Maps Goal Setting, Kagan Cooperative Group Structures, Community Agreements, Culturally
Relevant Materials, etc.)
Students with IEPs:
● Challenge: Student engagement, cultural inclusivity of said population, mental health, attendance as well as application of
accommodations and modifications. Assessing students’ true engagement while considering said disability
● Support: Teachers will be required to implement a visual word wall and leverage it in their Tier 1 Instruction to assist
students with IEPs in mastering content specific terms. Teachers will ensure that they explicitly embed differentiated IEP
strategies into their daily lesson plans which will in turn be reflected in their classroom instruction. Tier 1 Instructional
Walkthroughs and Administrative Observations/Observation Conferences will encompass these “look fors,” for
accountability and coaching purposes.

.Inquiry Area 3 - Connectedness

Connectedness
Areas of Strength Areas for Growth
Area of Focus for the 22-23 school year: Area of Focus for the 22-23 and continued Focus for 23-24 school
● Panorama Connectedness Sub Category Data was year:
promising.

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 -By the end of the 22-23 school year, 39% of students
felt connected to another trusted adult at school as ● CIP team brainstormed further strategies to continue the
measured by the final Panorama survey given in April - positive trajectory of students’ connectedness to adults
May 2023. on campus.
*Not at all category decreased by 2% -Increase multicultural events and education
*Slightly connected category decreased by 6% -Conduct a club fair for all clubs
*Somewhat connected decreased by 2% -Conduct birthday shoutouts more intentionally
*Quite connected increased by 4% -Contemplate an upperclassman mentorship program of
*Extremely connected increased by 7% underclassmen in program areas
● Based on our 5 Star app/platform, reports demonstrate ● The student connectedness to adults data is still
that 95% of students participated in 2 or more school alarmingly low for our school expectations at 39%
activities led by adults in all grade levels. Not only did ● Can do a better job of connecting students within their
student participation increase after the 1st quarter, but program areas
said data sustained in the upper 90% participation ● Can do a better job of providing culturally inclusive
throughout the remaining quarters of the year. events, educational activities that are inclusive of all
● NWCTA social media platforms including morning people, but more specifically of student and staff
announcements, Facebook, Instagram and Twitter, populations at NWCTA.
significant increases in informing/connecting
students/families to NWCTA happenings from Winter 22,
to Spring 23.
● CIP staff members indicate that they also enjoyed school
activities and that they felt that they could
connect/relate to their students better than in years
past.
-Lunch karaoke, Interclub Council meetings, Freshman
Orientation, Spirit Days, plethora of club offerings,
athletic clubs, Teacher vs. Students games, and birthday
shout outs.
● Student leaders reported the benefits of Mentorship
activities and professional development that focused on
building connections with each other and students.
● Implemented teachers mailing encouraging postcards
home regarding their students.

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Problem Statement: At the end of 22-23 school year, only 39% of NWCTA students feel connected to another trusted adult at NWCTA.
This is concerning given that research demonstrates that deep learning happens in the context of relationships. Given the overall
dip in MAPs and ACTs scores from 21-22 to 22-23 school year, we must take a closer look at the possible causes acknowledging that
NWCTA students are typically some of the highest performing in the district.

Critical Root Causes of the Problem:

● Need for a more purposeful, culturally inclusive space that students can relate to on a variety of levels. (race, religion,
gender, cultural upbringing, etc.)
● Students report there is a lack of empathy from teachers regarding students’ home life, students’ needs and what is on their
minds.
● Students report that there is a lack of opportunities for teachers to connect with students within the classroom, aside from
academic content.
● Research demonstrates that learning happens in the context of relationships, however NWCTA’s dip in state scores can be
considered a contributing factor to this as well.
● There is still a significant amount of students that are not involved in NWCTA extra-curricular activities outside of academics.

Connectedness

School Goal: Based on the current available data, at the close of the 22-23 school year, 39% of Aligned to Nevada’s STIP
students felt connected to another adult at NWCTA as measured by the CCSD sponsored Goal:
Panorama Survey. Although we anticipate a drop in this overall number at the beginning of the ☐ STIP Goal ⎷ STIP Goal
23-24 baseline survey, we would like to see a close maintaining of this percentage of 35% in the 1 2
Fall as measured by the Fall Panorama Survey. Ultimately, we would like to see a 10% increase of
connectivity at the close of the 23-24 school year from our original baseline statistic which will be ☐ STIP Goal ☐ STIP Goal
updated at the close of the baseline survey window. 3 4

Formative Measures: ☐ STIP Goal ⎷ STIP Goal

● Panorama Surveys x3 5 6
● 5 Star Activity Participation: by quarters, types of activities, houses, points assigned, etc.
● Social Media Analytic Reports

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 ● Infinite Campus Chronic Absenteeism Reports
● District Safety Survey

Improvement Strategy: Lead: Who is responsible

1. School-Wide Empathy, Resilience and Connectedness Speaker/PD for implementing this
2. School-Wide Kagan PD for all staff strategy?
3. School-Wide Hawk Community Agreements 1. All Staff
4. School Activity Offerings: Intramurals, Clubs, Incentive Celebrations, Program CTO 2. Instructional Staff
Participation, Peer Leaders/Student Advisory Initiatives, and Student Lead Activities (i.e. teachers, aides
5. Connectedness mentorship lessons that are comprised by teachers and students 3. All Staff & Students
6. Mentorship/Scheduling Accommodations 4. All Stakeholders
7. Hawk Haven 5. Mentorship
-Groups –Safe Space –Quarterly SEL/Climate Activities -Parent Classes Committee &
8. Wraparound Team: MTSS, MLT, Caseloading, Progress Monitoring, and Goal Setting. Student Advisory
Board
Evidence Level: 3-Strong 6. Curriculum AP &
Counselors
Action Steps: What steps do you need to take to implement this improvement strategy? 7. Community Liaison
● All students will be assigned a mentor teacher. & Wraparound
● Teachers will provide mentoring and relationship building during their Mentorship Period Team
through SEL activities, and Community Agreement. 8. Wraparound Team:
● Teachers will leverage the 5 Star system to recognize students for positive behaviors and Admin, Teachers,
participation. Support Staff,
Partnerships, etc.
Resources Needed: What resources do you need to implement this improvement strategy?
● PD Days

Challenges to Tackle:
● Implementation Challenge: Update during SPP Roadmap Development.
● Potential Solution: Update during SPP Roadmap Development.

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 Funding:
● General Budget
o Budget for speaker, Community Liaison, and Kagan training will be provided when
invoices have been collected.

Resource Equity Supports: Based on your Data Dive and Root Cause Analysis, what if any resource inequities did you identify for the following
student groups specific to this goal? (Consider any challenges these groups face.) What, specifically, will you do to support them to overcome
these challenges?

English Learners
● Challenge: Staff buy-in regarding implementing school-wide ELL strategies.
● Support: Student engagement and ELL strategy PDs for all staff. Cultural and relationship building activities. Multicultural
student-led events. Culturally inclusive clubs (i.e. BSU, SOL, We Are United, Peer Leaders, LGBTQ+, Student Advisory Board,
Inter-councils Club Board. Providing informal translating services for meetings and written materials. Class or academically
relevant content that is inclusive of said populations. ELL tutoring, ELL assigned mentors, Tier 1 school wide instructional
initiatives, custom scheduling and mentorship class.
Foster/Homeless:
● Challenge: Identifying said student population in order to provide support. Ensuring that said students have consistent
attendance.
● Support: Work with staff including counselor, admin, teachers, and community liaison, to ensure that they are aware of said
students and that said students are respected with confidentiality. Provide opportunities for connectedness in mentorship
and through Hawk Haven.
Free and Reduced Lunch:
● Challenge: Ensuring that students' physical/social emotional needs are met first. Ensuring that said students have consistent
attendance.
● Support: Hawk Haven which focuses on bridging the gap between home, school and life through ensuring students have
whatever is needed to be successful in school. Assigned a mentor through mentorship class. Tier ! support strategies to
assist in connectedness.
Migrant:

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 ● Challenge: N/A
● Support: N/A
Racial/Ethnic Groups:
● Challenge: Ensuring that all racial and ethnic groups are represented within instructional materials and staffing.
● Support: Culturally inclusive PD for staff. Relationship building activities. Multicultural student-led events. Culturally inclusive
clubs i.e. BSU, SOL, We Are United, Peer Leaders, LGBTQ+, Student Advisory Board, Inter-councils Club Board. Instructional
materials that are inclusive of said populations. Hawk Haven/Wellness center created and more centrally located on campus
for all students.
Students with IEPs:
● Challenge: Ensuring that students with IEPs are connected and supported by Case Managers and other staff, but without
imposing the feeling that said students with IEPs are being targeted due to their disability.
● Support: We Are United Club, MTSS/MLT case loading, SpEd case managers, POST/PACE student store collaboration,
academic excursions, lunch buddies, customized schedule, customized mentorship class, and wraparound case loading if
necessary.

School Community Outreach

This section highlights our school’s deliberate and strategic efforts to engage the broader school community in our continuous improvement
efforts by keeping them informed on our progress and learning and eliciting their feedback and perspective.
Outreach Activity Date Lessons Learned from the School Community

● Great progress was made towards 22-23 School Performance Goals.

Reviewed a variety of data pieces for the 23-24 School Performance Goals.
Final School Performance Plan Review & 23-24 Act
05/31/23 The team concluded that although significant progress was made in the
I: Setting Our Course Pt. 1
areas of the Adult Learning Goal and Connectedness Goal that those two
goals should continue to be focal points with even greater growth.

● Staff and SOT agreed with the continuation of the Adult Learning and
Connectedness goals. Staff and SOT also concluded that based on the data
Shared 22-23 SPP finalization & Act I Setting Our presented, Algebra II should be NWCTA’s focal point in the subject area in
6/2/23
Course data with SOT and Staff order to improve students’ success in that area. All parties agreed that the
NWCTA Algebra II teachers and supervising administrator should have the
autonomy to develop a detailed goal outlining areas of growth and

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 strategies for improvement.

● CIP team members, Algebra II department, and their supervising

administrator were able to leverage 22-23 MAPs data to facilitate a
thoughtful discussion that narrowed their conclusion to focus on Algebra II
Student Success Goal Collaboration session with students’ understanding and abilities to solve quadratics using multiple
6/13/23
Algebra II Department methods. Furthermore, improving this skill will improve students'
foundations skills across the mathematical skill continuum which will
improve student’s growth in Algebra II content overall. (Mathematical
Practice 1 will be crucial in driving the vision and purpose of action steps.)

6/14 & ● A plethora of stakeholders want to be informed and involved in the goal
SPP/CIP Recruitment Parentlink Sent
21/23 setting and continuous improvement of NWCTA for the 23-24 school year.

● Reviewed potential goals and actions steps with Ms. Perryman to receive
Review Potential Goals and Actions Steps 6/27/23
feedback prior to presenting/collaborating with the CIP team.

● The CIP team finalized the 23-24 SPP goals based on available data. The
team learned a variety of new and improved action steps that will be
Finalize 23-24 ACT I: Setting Our Course with CIP implemented to improve and grow the overall success of NWCTA as it
6/27/23
Team pertains to the SPP goals. Team agreed on slight changes of said goals to
include a different district observation tool as well as focus on the overall
math department rather than just Algebra II.

● Held Act I Check, reflection, and evaluation of baseline with team. Refined
ACT I: Status Check 1 10/16/2024
goals.

● Shared School Performance Plan powerpoint encompassing ACT I Status

ACT I Status Check 1 w/ SOT 11/16/23
Check progress data and adjusted goals/action items with SOT.

● Shared School Performance Plan powerpoint encompassing ACT II Status

ACT II Status Check 2 w/ FCG 1/17/24 Check progress data and adjusted goals/action items with Family
Community Group.

● Shared winter data updated goals with staff at staff development.

ACT II: Status Check 2 w/ School 1/22/2024
Reviewed action steps and accountability pieces.

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 ● Shared School Performance Plan powerpoint encompassing ACT II Status
ACT II Status Check 2 w/ SOT 1/25/24
Check progress data and adjusted goals/action items with the SOT

● SPP/CIP Committee Act II Status Check: reflection and evaluation of data,

ACT II: Status Check 2 Reflection 2/5/24
action items, and steps in place. Made adjustments accordingly.

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