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Nevada Department of Education Antonello, Lee ES  2018-2019

Clark County School District

School Performance Plan  

School Name
Antonello, Lee ES

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


1101 W Tropical Pkwy
N Las Vegas, NV  89031-1450, 7027998380

Superintendent/Assistant Chief: / 

For Implementation During The Following Years: 2018-2019 

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: NA

Classification: N 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


Linda Brown Parent Benny Gonzalez Parent
Francis McCabe Parent Eva Adams Kindergarten
Gina Ciampanelli Grade 5 Jenn Petcoff School Aide
Domenic Russo Principal

Last Date Review/Revised By Planning Team - 02/21/2018 Page 1 Nevada Department of Education - June 2017
Nevada Department of Education Antonello, Lee ES  2018-2019
Clark County School District

COMPONENT I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)  

DATA REVIEWED & ANALYZED:

Based on your schools NSPF results, identify what additional data have been reviewed and analyzed in development of the SPP.

School Data For General Education


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
NA NA NA
NA NA NA
NA NA NA
Other: Aimsweb Other: STAR Other: ST Math
Other: WIDA Other: SBAC Other: MAPS

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.
The data listed below allowed us to determine that utilizing best practices in Kagan Structures and Thinking Maps school wide will allow for consistency throughout the grade levels vertically
aligning our language and strategies providing opportunity for increased discourse and instructional focus on academic language for students. We will utilize computer programs ST Math, Moby
Max, Accelerated Reader, and SBAC Interims to allow for differentiated instruction, progress monitoring, and goal setting with students while we use the Aimsweb program to progress monitor
and benchmark.
Goal 1
AIMSweb:
Fall Benchmark RCBM data, 2nd grade students increased 9.6 % and 3rd grade students increased 11.9% from 2013-2015
37% of second grade students and 47% of third grade students were below the 50th percentile according to RCBM Fall 2015 Benchmark.
In Fall 2016, 31% of Kinder met the Fall Benchmark in Letter Sound Frequency. In Fall 2016, 46% of 1st grade, 55% of 2nd grade, 49% of 3rd grade, 48% of 4th grade, and 47% of 5th grade
students met the Fall Benchmark in RCBM.
In Fall 2017, 37% of Kinder and 58% of 1st grade met the Fall Benchmark in Total Early Literacy Composite. In Fall 2017, 42% of 2nd grade, 56.5% of 3rd grade, 56.7% of 4th grade, and 59.8% of
5th grade students met the Fall Benchmark in Total Reading Composite.
In Fall 2018,
STAR:
30% of first grade students, 50% of second grade students, and 49% of third grade students are below benchmark based on Fall 2015 STAR data.
44% are above benchmark (155 students) in 2nd - 5th grade are at or above the benchmark target based on Fall 2015 STAR assessment data.
30% of first grade students, 50% of second grade students, and 49% of third grade students are below benchmark based on Fall 2015 STAR data.
There was a decrease of 14% of students meeting benchmark in 2nd-5th grade based on Fall 2015 STAR Assessment data.
In Fall 2016, based on the STAR assessment, students in grades 3-5 scored an average of 37% at or above grade equivalent.
In Fall 2017, based on the STAR assessment, students in grades 3-5 scored an average of 51% at or above grade equivalent.
In Fall 2018,
WIDA:
Grade 4 has 22 identified students with 4 students having below a 3 overall score.
Goal 2
Reading: see Goal 1 data listed above
Math
ST Math:
Last Date Review/Revised By Planning Team - 02/21/2018 Page 2 Nevada Department of Education - June 2017
Nevada Department of Education Antonello, Lee ES  2018-2019
Clark County School District

50% of teachers in each grade level are meeting the district average of completion in ST Math at the end of 2016.
At the end of the 15-16 school year in Grades 3-5, 38% of our students completed 75% of the ST Math curriculum, at the end of the 16-17 school year.
Grades 3-5, 65% of our students will have 75% of the curriculum completed.
At the end of the 16-17 school year in Grades 3-5, 58% of our students completed 75% of the ST Math curriculum, at the end of the 17-18 school year.
Grades 3-5, 68% of our students will have 75% of the curriculum completed.
At the end of the 17-18 school year in Grades 3-5,
AIMSweb:
In Fall 2016, 35% of students in Kindergarten met the Fall Benchmark in Number Identification. In Fall 2016, 58% of 1st grade, 27% of 2nd grade, 14% of 3rd grade, 20% of 4th grade, and 54% of
5th grade students met the Fall Benchmark in M-Comp.
In Fall 2017, 49.3% of students in Kindergarten and 43.7%of 1st grade students met the Fall Benchmark in Number Identification. In Fall 2017, 38.8% of 2nd grade, 37% of 3rd grade, 43.9% of
4th grade, and 59.3% of 5th grade students met the Fall Benchmark in Total Math Composite.
In Fall 2018,
MAPS:
In Fall 2017, 36% of students in 1st grade, 43% of students in 2nd grade, and 47% of students in 3rd grade met benchmark on the MAPS Reading Assessment.
In Fall 2017, 36% of students in 1st grade, 34% of students in 2nd grade, and 41% of students in 3rd grade met benchmark on the MAPS Mathematics Assessment.
In Winter 2018 (01/2018), 59% of student in K, 49% of students in 1st grade, 50% of students in 2nd grade, and 40% of students in 3rd grade met benchmark on the MAPS Reading Assessment.
In Winter 2018 (01/2018), 60% of students in K, 47% of students in 1st grade, 39% of students in 2nd grade, and 33% of students in 3rd grade met benchmark on the MAPS Mathematics
Assessment.
SBAC:
15-16
Grade 3 ELA 52% of students scored Level 1 or 2, 48% of students scored Level 3 or 4. Math 50% of students scored Level 1 or 2, 50% of students scored Level 1 or 2
Grade 4 ELA 49% of students scored Level 1 or 2, 51% of students scored Level 3 or 4. Math 63% of students scored Level 1 or 2, 37% of students scored Level 1 or 2
Grade 5 ELA 53% of students scored Level 1 or 2, 47% of students scored Level 3 or 4. Math 68% of students scored Level 1 or 2, 29% of students scored Level 1 or 2
16-17
Grade 3 ELA 52% of students scored Level 1 or 2, 48% of students scored Level 3 or 4. Math 43% of students scored Level 1 or 2, 50% of students scored Level 3 or 4
Grade 4 ELA 47% of students scored Level 1 or 2, 53% of students scored Level 3 or 4. Math 50% of students scored Level 1 or 2, 50% of students scored Level 3 or 4
Grade 5 ELA 46% of students scored Level 1 or 2, 54% of students scored Level 3 or 4. Math 66% of students scored Level 1 or 2, 34% of students scored Level 3 or 4
17-18
Grade 3
Grade 4
Grade 5
Please reference the action steps within our plan to help increase our student achievement at Antonello Elementary School.

Last Date Review/Revised By Planning Team - 02/21/2018 Page 3 Nevada Department of Education - June 2017
Nevada Department of Education Antonello, Lee ES  2018-2019
Clark County School District

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 Grade 3 proficiency rates in reading.
 
Root Causes:
Inconsistent implementation of school-wide strategies Thinking Maps, Kagan Structures, Anchor Charts with a focus on student discourse, academic vocabulary, and students speaking in
complete sentences, ensuring the opportunity to justify responses.
 
Measurable Objective 1:
Increase the percent of 3rd grade ELL students proficient in reading from 22% to 32% by 2018 as measured by the state assessment (SBAC).
 
Measurable Objective 2:
Increase the percent of kindergarten students meeting benchmark from 73% to 83% as measured by the Fall and Spring AIMSweb Letter Word Sound Fluency.
 
Measurable Objective 3:
Increase the percent of students proficient in grades 1, 2, and 3 from 41% to 51% (at or above benchmark) as measured by the Fall and Spring Benchmark on the MAPS Reading assessment.
 
 
 

Monitoring Status
N/A  
 

ACTION PLAN MONITORING PLAN

Resources and Amount Needed List Timeline,


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

1.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators:

Last Date Review/Revised By Planning Team - 02/21/2018 Page 4 Nevada Department of Education - June 2017
Nevada Department of Education Antonello, Lee ES  2018-2019
Clark County School District

Teachers will receive coaching and direct instruction on effective Title I funding: Software Instruction: ST - Pre-survey data from teachers. - Lesson Plan Check - Weekly N/A
instructional practices utilizing 1) Vertical Alignment PLC 2) Math, AR, Moby Max (Reading/Math) Observation data will be used to and Observations - Monthly
Student Goal Setting (incorporating schoolwide/vertical goal ($14,837.97) Chromebooks determine if coaching and staff by Administration PD
setting) 3) Refresh Kagan Strategies, Phonics strategies, and ($24,434.80) 2 Certified Temporary development are bringing about changes Agendas - Monthly,
Thinking Maps 4) Read By Three Professional Development Tutor for student intervention (CTTs) in instructional practice. - Lesson plans - September - December
including RTI 5) Academic language instruction 6) Whole group ($31,678) Prep Buy-Out for four Professional development agendas - Administration/ K-3 Teachers
instruction based on SBAC Interim Assessment Blocks 7) Utilize teachers ($31,613.90) student achievement data
common language for engagement strategies and supplemental
materials to differentiate instruction.
Comments:
 

Timeline and Position Monitoring


Action Step Resources and Amount Needed List Artifacts/Evidence
Responsible Status

Continuation From Last


1.2 Family Engagement (Required) NCCAT-S Indicators:
Year: Yes
1) Read by Three Meetings to inform Family Nights - September, October, November, February and January, - Parent contact logs - Family Night Agendas - N/A
parents on the steps we are taking. 2.) Five Weekly update calls, Nightly homework assignments, website classroom Family night agendas September, October,
Family Nights: Literacy Night, Bike Rodeo, instruction supports and homework, monthly newsletter Title I funding to November, January, and
STEAM Night, Data Night, and Peace Night support this action step: Support Staff Extra Duty for translation services February Parent Contact Logs -
4) Use of Facebook, website, and ($500) Family Engagement: Refreshments/Instructional Materials monthly collected by
newsletters to communicate with families ($1,165.25) Administration
Comments:
 

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators:
Teachers will implement effective instructional practices utilizing the Title I funding: Software Instruction: ST - Student growth will be closely AIMSweb and classroom N/A
following: 1) Strategies from Vertical Alignment PLC 2) Schoolwide Math, AR, Moby Max (Reading/Math) monitored during weekly PLC formative assessment
Student Goal Setting 3) Kagan Strategies, Phonics strategies, and ($14,837.97) Chromebooks ($24,434.80) 2 meetings, - formative and summative monitored during PLCs - weekly
Thinking Maps 4) Read By Three Professional Development including Certified Temporary Tutor for student data will be utilized to determine by Teachers Lesson Plan
RTI 5) Academic language instruction 6) Whole group instruction intervention (CTTs) ($31,678) Prep Buy- appropriate instruction for each Check - Weekly and
based on SBAC Interim Assessment Blocks 7) Utilize common Out for four teachers ($31,613.90) student. - Lesson plans and Observations - Monthly by
language for engagement strategies and supplemental materials to observation data also collected. Administration
differentiate instruction.
Comments:
 

Continuation From Last


1.4 Other (Optional) NCCAT-S Indicators:
Year: Yes

Last Date Review/Revised By Planning Team - 02/21/2018 Page 5 Nevada Department of Education - June 2017
Nevada Department of Education Antonello, Lee ES  2018-2019
Clark County School District

1) Certified Temporary Tutors will work with students Title I funding: Software Instruction: ST Math, RTI meeting notes, student Administrators will ensure this action step N/A
"Approaching" standards. 2) Prep buyout staff will AR, Moby Max (Reading/Math) ($14,837.97) AIMSweb data analysis, teacher is implemented: RTI meeting notes
collaboration with teachers and support students not Chromebooks ($24,434.80) 2 Certified data - weekly collected by RTI (weekly), student AIMSweb data analysis
meeting standards. 3.) Staff opens computer lab before Temporary Tutor for student intervention (CTTs) team three times per year. (monthly), teacher data - (weekly)
school for open lab time with support. 4.) Title 3 After ($31,678) Prep Buy-Out for four teachers collected by the RTI team three times per
school tutoring for non-proficient LEP students. ($31,613.90) year.
Comments:
 

Last Date Review/Revised By Planning Team - 02/21/2018 Page 6 Nevada Department of Education - June 2017
Nevada Department of Education Antonello, Lee ES  2018-2019
Clark County School District

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

☑ General Education ☑ FRL ☑ ELL ☑ IEP ☐ Other


Based on the CNA, identify all that apply:

Priority Need/Goal 2:
Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in both reading and math.
 
Root Causes:
Inconsistent implementation of school-wide strategies Thinking Maps, Kagan Structures, Anchor Charts with a focus on student discourse, academic vocabulary, and students speaking in
complete sentences, ensuring the opportunity to justify responses.
 
Measurable Objective 1:
Increase the ELA proficiency levels of ELL students in grades 3-5 from 16% to 26% to reduce the ELA proficiency gap between the performance of ELL students compared to non ELL students by
2018 as measured by the state assessment (SBAC).
 
Measurable Objective 2:
Increase the math proficiency levels of ELL students in grades 3-5 from 25% to 35% to reduce the ELA proficiency gap between the performance of ELL students compared to non ELL students by
2018 as measured by the state assessment (SBAC).
 
Measurable Objective 3:
Grades 3-5 will increase the number of students complete with the ST Math curriculum from 58% of our students in 16-17 having a minimum of 75% of the curriculum completed to 68% in 17-18.
 
Measurable Objective 4:
Increase the percent grade equivalency based on the STAR assessment with students in grades 3-5 from an average of 51% (at or above grade equivalent) to 61%.
 
Measurable Objective 5:
Increase the percent of students proficient in grades 1, 2, and 3 from 37% to 47% (at or above benchmark) as measured by the Fall and Spring Benchmark on the MAPS Mathematics assessment.

Monitoring Status
N/A  
 

ACTION PLAN MONITORING PLAN

Resources and Amount Needed for


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

2.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators:

Last Date Review/Revised By Planning Team - 02/21/2018 Page 7 Nevada Department of Education - June 2017
Nevada Department of Education Antonello, Lee ES  2018-2019
Clark County School District

All initiatives in Goal 1 will be implemented to Title I funding: Software Instruction: ST Math, - Observation data will be used to Lesson Plan Check - Weekly and N/A
address literacy expectations and objectives. The AR, Moby Max (Reading/Math) ($14,837.97) determine if coaching and staff Observations - Monthly by
following steps address our Math goals. 1) Number Chromebooks ($24,434.80) 2 Certified development are bringing about changes Administration PD Agendas -
talks 2) Training in ST Math usage 3) Whole group Temporary Tutor for student intervention in instructional practice. - Lesson plans - Monthly, September - December
instruction based on SBAC Interim Assessment (CTTs) ($31,678) Prep Buy-Out for four Professional development agendas Administration/ K-3 Teachers
Blocks to include performance task and multi-step teachers ($31,613.90)
mathematical problems.
Comments:
 

Timeline and Position Monitoring


Action Step Resources and Amount Needed List Artifacts/Evidence
Responsible Status

Continuation From Last


2.2 Family Engagement (Required) NCCAT-S Indicators:
Year: Yes
1) Read by Three Meetings to inform parents Family Nights - September, October, November, February and January, - Parent contact logs - Family Night Agendas - N/A
on the steps we are taking. 2.) Five Family Weekly update calls, Nightly homework assignments, website classroom Family night agendas February Parent Contact
Nights: Literacy Night, Bike Rodeo, STEAM instruction supports and homework, monthly newsletter Title I funding to Logs - monthly collected
Night, Data Night, and Peace Night 4) Use of support this action step: Support Staff Extra Duty for translation services by Administration
Facebook, website, and newsletters to ($500) Family Engagement: Refreshments/Instructional Materials
communicate with families ($1,165.25)
Comments:
 

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


All initiatives in Goal 1 will be implemented to address Title I funding: Software Instruction: ST Math, - Student growth will be closely monitored AIMSweb and classroom formative N/A
literacy expectations and objectives. The following steps AR, Moby Max (Reading/Math) ($14,837.97) during weekly PLC meetings, - formative assessment monitored during
address our Math goals: 1) Number talks 2) Training in ST Chromebooks ($24,434.80) 2 Certified and summative data will be utilized to PLCs - weekly by Teachers Lesson
Math usage 3) Whole group instruction based on SBAC Temporary Tutor for student intervention determine appropriate instruction for each Plan Check - Weekly and
Interim Assessment Blocks to include performance task (CTTs) ($31,678) Prep Buy-Out for four student. - Lesson plans and observation Observations - Monthly by
and multi-step mathematical problems. teachers ($31,613.90) data also collected. Administration
Comments:
 

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


Certified Temporary Tutors will Title I funding: Software Instruction: ST Math, AR, Moby Max (Reading/Math) - RTI meeting notes, - student RTI meeting notes, student N/A
work with students "Approaching" ($14,837.97) Chromebooks ($24,434.80) 2 Certified Temporary Tutor for AIMSweb data analysis, - teacher AIMSweb data analysis, teacher
standards. student intervention (CTTs) ($31,678) Prep Buy-Out for four teachers data data - weekly collected by RTI
($31,613.90) team

Comments:
 

Last Date Review/Revised By Planning Team - 02/21/2018 Page 8 Nevada Department of Education - June 2017
Nevada Department of Education Antonello, Lee ES  2018-2019
Clark County School District

COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 3  

☑ General Education ☑ FRL ☑ ELL ☑ IEP ☐ Other


Based on the CNA, identify all that apply:

Priority Need/Goal 3:
Increase staff members’ knowledge and skills related to cultural competency that are needed to meet the instructional needs of diverse learners.
 
Root Causes:
There is a need for training in the area of cultural competency as evidenced by district student achievement gap data.
 
Measurable Objective 1:
By June 2019, 100% of teachers will participate in mandatory cultural competency training as provided by administration and designated staff.
 
 
 
 
 
 

Monitoring Status
N/A  
 

ACTION PLAN MONITORING PLAN

Resources and Amount Needed for


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

3.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators:
Teachers will participate in cultural Professional development by Agendas and sign in sheets Administrators will ensure this action step N/A
diversity and Sanford Harmony administration and designated staff takes place during the 2017-2018 school
training. members. year.

Comments:
 

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

3.2 Family Engagement (Optional) Continuation From Last Year: NCCAT-S Indicators:

Last Date Review/Revised By Planning Team - 02/21/2018 Page 9 Nevada Department of Education - June 2017
Nevada Department of Education Antonello, Lee ES  2018-2019
Clark County School District

N/A

Comments:
 

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


N/A

Comments:
 

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


N/A

Comments:
 
 

Last Date Review/Revised By Planning Team - 02/21/2018 Page 10 Nevada Department of Education - June 2017
Nevada Department of Education Antonello, Lee ES  2018-2019
Clark County School District

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 Amount Received for this Purposes for which funds are used (include targeted audience, specific activities, intended
Applicable Goal(s)
Priority Need/Goal School Year outcomes, etc.)
a) Support Staff Job 2 $9,471 b) 2 CTT staff for 1300 hours $31,678.75 c) Prep Buy 4 Teachers 32,405.40 d)
Title 1 116,525 ST Math $3,750 e) Accelerated Reader $7,592.97 f) Aimsweb $3,310 g) Moby Max $3,495 h) 130 Goals 1 and 2
Chromebooks $24,434.80

Last Date Review/Revised By Planning Team - 02/21/2018 Page 11 Nevada Department of Education - June 2017
Nevada Department of Education Antonello, Lee ES  2018-2019
Clark County School District

COMPONENT IV: REQUIRED ELEMENTS FOR TITLE I SCHOOLS:  

Title I Schools operating a Schoolwide Program must complete Items 1 through 5 on this page.
 
1. Describe the school's strategies to attract effective, highly-qualified teachers to your school.
To attract and retain HQ teachers, we provide teachers with adequate materials and resources along with state of the art technology; a voice in hiring through panel interviews & in curricular
decisions; a collegial support system including mentors for new teachers and time to observe best practice strategies; common planning time to facilitate collaboration; frequent feedback on
lessons, units, & classroom management, & PD that is tailored to meet the needs of the students they are teaching.
 
2. Describe the school's strategies to increase family engagement in accordance with Section 1118 of NCLB (see resource link), such as family literacy services and the
provision to parents on how the school will share academic information in a language they understand.
Communication is provided in English & Spanish, via newsletters when possible, handbooks, website, formal & informal meetings (Title I Parent, etc.) regarding what parents can expect from the
school—its programs, curriculum, activities, achievement, & policies; Bi-weekly reports are provided regarding how the child is progressing academically & behaviorally; parent trainings,
workshops, & family nights are provided in order to assist parents help their child at home.
 
3. Describe the school's plans for transition and articulation between school programs (ie: assisting preschool children from early childhood programs such as Head Start,
Even Start, or a state-run preschool program to elementary school, elementary school to middle school, and middle to high school, etc.).
We maintain contact with families of preschoolers via phone or face-to-face & contact with preK to develop a relationship prior to school entry; Scheduled visits to the kindergarten in the spring;
provide home-learning activities for the summer months & information to parents on kindergarten registration guidelines & offer early registration. Counselor provides lessons on transitions &
magnet school.
 
4. Identify the measures that include teachers in decisions regarding the use of academic assessments.
We use a PLC model of shared decision making. Grade levels set norms & meeting protocols, establish a weekly agenda & meet to address student achievement by analyzing common formative
assessments & student work. The teams establish goals & Indicators for each core subject. Teachers establish goals tailored to meet the specific needs of each student.
 
5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement efforts
All funds provided to the school were used in creating the SPP. Title I funds provided instructional supplies, extra hours for aides, technology & software, release time for coaching & professional
development, & family engagement materials & supplies. PASS plan funds provide Certified Temporary Tutors for reaching struggling students through interventions and the RTI process.

Last Date Review/Revised By Planning Team - 02/21/2018 Page 12 Nevada Department of Education - June 2017
Nevada Department of Education Antonello, Lee ES  2018-2019
Clark County School District

APPENDIX A - Professional Development Plan  

1.1
Teachers will receive coaching and direct instruction on effective instructional practices utilizing 1) Vertical Alignment PLC 2) Student Goal Setting (incorporating schoolwide/vertical goal setting)
3) Refresh Kagan Strategies, Phonics strategies, and Thinking Maps 4) Read By Three Professional Development including RTI 5) Academic language instruction 6) Whole group instruction based
on SBAC Interim Assessment Blocks 7) Utilize common language for engagement strategies and supplemental materials to differentiate instruction.
 
 
Goal 1 Additional PD Action Step (Optional)
 
 
2.1
All initiatives in Goal 1 will be implemented to address literacy expectations and objectives. The following steps address our Math goals. 1) Number talks 2) Training in ST Math usage 3) Whole
group instruction based on SBAC Interim Assessment Blocks to include performance task and multi-step mathematical problems.
 
 
Goal 2 Additional PD Action Step (Optional)
 
 
3.1
Teachers will participate in cultural diversity and Sanford Harmony training.
 
 
Goal 3 Additional PD Action Step (Optional)

Last Date Review/Revised By Planning Team - 02/21/2018 Page 13 Nevada Department of Education - June 2017
Nevada Department of Education Antonello, Lee ES  2018-2019
Clark County School District

APPENDIX B - Family Engagement Plan  

1.2
1) Read by Three Meetings to inform parents on the steps we are taking. 2.) Five Family Nights: Literacy Night, Bike Rodeo, STEAM Night, Data Night, and Peace Night 4) Use of Facebook,
website, and newsletters to communicate with families
 
 
Goal 1 Additional Family Engagement Action Step (Optional)
 
 
2.2
1) Read by Three Meetings to inform parents on the steps we are taking. 2.) Five Family Nights: Literacy Night, Bike Rodeo, STEAM Night, Data Night, and Peace Night 4) Use of Facebook,
website, and newsletters to communicate with families
 
 
Goal 2 Additional Family Engagement Action Step (Optional)
 
 
3.2
 
 
Goal 3 Additional Family Engagement Action Step (Optional)

Last Date Review/Revised By Planning Team - 02/21/2018 Page 14 Nevada Department of Education - June 2017
Nevada Department of Education Antonello, Lee ES  2018-2019
Clark County School District

APPENDIX C - Monitoring/Evaluation  

Priority Need/Goal 1
Priority Need/Goal 1:
Increase Grade 3 proficiency rates in reading.
 
Measurable Objective(s):
Increase the percent of 3rd grade ELL students proficient in reading from 22% to 32% by 2018 as measured by the state assessment (SBAC).
Increase the percent of kindergarten students meeting benchmark from 73% to 83% as measured by the Fall and Spring AIMSweb Letter Word Sound Fluency.
Increase the percent of students proficient in grades 1, 2, and 3 from 41% to 51% (at or above benchmark) as measured by the Fall and Spring Benchmark on the MAPS Reading assessment.
 

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
Teachers will receive coaching and direct instruction on effective instructional practices utilizing 1) Vertical Alignment PLC 2) Student Goal
Setting (incorporating schoolwide/vertical goal setting) 3) Refresh Kagan Strategies, Phonics strategies, and Thinking Maps 4) Read By Three
1.1
Professional Development including RTI 5) Academic language instruction 6) Whole group instruction based on SBAC Interim Assessment
Blocks 7) Utilize common language for engagement strategies and supplemental materials to differentiate instruction.

Progress

Barriers

Next Steps

1) Read by Three Meetings to inform parents on the steps we are taking. 2.) Five Family Nights: Literacy Night, Bike Rodeo, STEAM Night,
1.2
Data Night, and Peace Night 4) Use of Facebook, website, and newsletters to communicate with families

Progress

Last Date Review/Revised By Planning Team - 02/21/2018 Page 15 Nevada Department of Education - June 2017
Nevada Department of Education Antonello, Lee ES  2018-2019
Clark County School District

Barriers

Next Steps
Teachers will implement effective instructional practices utilizing the following: 1) Strategies from Vertical Alignment PLC 2) Schoolwide
Student Goal Setting 3) Kagan Strategies, Phonics strategies, and Thinking Maps 4) Read By Three Professional Development including RTI
1.3
5) Academic language instruction 6) Whole group instruction based on SBAC Interim Assessment Blocks 7) Utilize common language for
engagement strategies and supplemental materials to differentiate instruction.

Progress

Barriers

Next Steps

1) Certified Temporary Tutors will work with students "Approaching" standards. 2) Prep buyout staff will collaboration with teachers and
1.4 support students not meeting standards. 3.) Staff opens computer lab before school for open lab time with support. 4.) Title 3 After school
tutoring for non-proficient LEP students.

Progress

Barriers

Next Steps

Last Date Review/Revised By Planning Team - 02/21/2018 Page 16 Nevada Department of Education - June 2017
Nevada Department of Education Antonello, Lee ES  2018-2019
Clark County School District

APPENDIX C - Monitoring/Evaluation  

Priority Need/Goal 2
Priority Need/Goal 2:
Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in both reading and math.
 
Measurable Objective(s):
Increase the ELA proficiency levels of ELL students in grades 3-5 from 16% to 26% to reduce the ELA proficiency gap between the performance of ELL students compared to non ELL students
by 2018 as measured by the state assessment (SBAC).
Increase the math proficiency levels of ELL students in grades 3-5 from 25% to 35% to reduce the ELA proficiency gap between the performance of ELL students compared to non ELL
students by 2018 as measured by the state assessment (SBAC).
Grades 3-5 will increase the number of students complete with the ST Math curriculum from 58% of our students in 16-17 having a minimum of 75% of the curriculum completed to 68% in 17-
18.
Increase the percent grade equivalency based on the STAR assessment with students in grades 3-5 from an average of 51% (at or above grade equivalent) to 61%.
Increase the percent of students proficient in grades 1, 2, and 3 from 37% to 47% (at or above benchmark) as measured by the Fall and Spring Benchmark on the MAPS Mathematics
assessment.
 

Status
N/A
 
Comments:

2.1 Professional Development:


2.2 Family Engagement:
2.3 Curriculum/Instruction/Assessment:
2.4 Other:
 

Mid-Year End-of-Year
All initiatives in Goal 1 will be implemented to address literacy expectations and objectives. The following steps address our Math goals. 1)
2.1 Number talks 2) Training in ST Math usage 3) Whole group instruction based on SBAC Interim Assessment Blocks to include performance
task and multi-step mathematical problems.

Progress

Barriers

Next Steps

Last Date Review/Revised By Planning Team - 02/21/2018 Page 17 Nevada Department of Education - June 2017
Nevada Department of Education Antonello, Lee ES  2018-2019
Clark County School District

1) Read by Three Meetings to inform parents on the steps we are taking. 2.) Five Family Nights: Literacy Night, Bike Rodeo, STEAM Night,
2.2
Data Night, and Peace Night 4) Use of Facebook, website, and newsletters to communicate with families

Progress

Barriers

Next Steps

All initiatives in Goal 1 will be implemented to address literacy expectations and objectives. The following steps address our Math goals: 1)
2.3 Number talks 2) Training in ST Math usage 3) Whole group instruction based on SBAC Interim Assessment Blocks to include performance
task and multi-step mathematical problems.

Progress

Barriers

Next Steps

2.4 Certified Temporary Tutors will work with students "Approaching" standards.

Progress

Barriers

Next Steps

Last Date Review/Revised By Planning Team - 02/21/2018 Page 18 Nevada Department of Education - June 2017
Nevada Department of Education Antonello, Lee ES  2018-2019
Clark County School District

APPENDIX C - Monitoring/Evaluation  

Priority Need/Goal 3
Priority Need/Goal 3:
Increase staff members’ knowledge and skills related to cultural competency that are needed to meet the instructional needs of diverse learners.
 
Measurable Objective(s):
By June 2019, 100% of teachers will participate in mandatory cultural competency training as provided by administration and designated staff.
 

Status
N/A
 
Comments:

3.1 Professional Development:


3.2 Family Engagement:
3.3 Curriculum/Instruction/Assessment:
3.4 Other:
 

Mid-Year End-of-Year

3.1 Teachers will participate in cultural diversity and Sanford Harmony training.

Progress

Barriers

Next Steps

3.2

Progress

Last Date Review/Revised By Planning Team - 02/21/2018 Page 19 Nevada Department of Education - June 2017
Nevada Department of Education Antonello, Lee ES  2018-2019
Clark County School District

Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps

Last Date Review/Revised By Planning Team - 02/21/2018 Page 20 Nevada Department of Education - June 2017