School Performance Plan · the classroom through the use of chromebooks, or iPads. Teachers will use Pear Deck interactive Google slides to increase engagement and for formative assessments

School Performance Plan

School NameMendoza, John F ES

Address (City, State, Zip Code, Telephone):2000 S Sloan Ln

Las Vegas, NV 89142-1256, 7027998680

Superintendent/Region Superintendent: Jesus Jara / Karla Loria

For Implementation During The Following Years: 2019-2020

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Elementary

Classification: 2 Star

NCCAT-S: Not Required

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

documents will be available upon request ☑ Use of Core Instructional Materials ☑ Scheduling ☑ Model School Visits

Members of Planning Team * ALL Title I schools must have a parent on their planning team that is NOT a district employee.

Name of Member Position Name of Member PositionMargaret Torres Parent Monique Mundo Parent

Karla Rodriguez-Gomez Parent Rebecka Christensen PrincipalAaron Walker Assistant Principal Amy Mufson TeacherKaren Kelley Teacher Jessica Knudson Teacher

Katherine Benton Teacher Crystal Blume TeacherMonica Lungu SPTA Rebecca Easterman SIEF

Nevada Department of Education Mendoza, John F ES 2019-2020Clark County School District

Last Date Review/Revised By Planning Team - 11/05/2019 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 Including FRL English Language Learner (ELL) Data Special Education Data

Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)Statewide Assessments Achievement Gap Data Achievement Gap DataSummative Assessments NA NAStakeholder Survey Information NA NANA NA NAOther: Other: Other:Other: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.According to the 2019 CCSD enrollment visualization, Mendoza serves 804 students with the breakdown of the following sub groups (LEP, IEP). We have chosen to analyze LEP and IEP students in 3rd, 4th, and 5th grade. The data reveals 3rd grade IEP students represent 7.67% of the 3rd grade population, 4th grade IEP students represent 7.87% of the 4th grade population, and 5th grade IEP students represent 11.64% of the 5th grade population. The data reveals 3rd grade LEP students represent 43.27% of the 3rd grade population, 4th grade LEP students represent 45.67% of the 4th grade population, and 5th grade LEP students represent 33.56% of the 5th grade population.

According to the 2018 CCSD SBAC data, in math the overall proficiency level was 25.2% proficient (3rd grade: 26.83%, 4th grade: 20%, 5th grade: 28.91%). Sub group data was analyzed and it was found that 3% of the IEP subgroup were proficient (3rd grade: 0%, 4th grade: 7.14%, 5th grade: 0%). For our LEP subgroup, 29.08% of students were proficient (3rd grade: 25%, 4th grade: 12.82%, 5th grade: 4.35). According to the 2019 CCSD SBAC data, the overall math proficiency level as increased to 32.03%. (3rd grade: 41.8%, 4th grade: 32.35%, 5th grade: 22.22%) 5% of the IEP subgroup was proficient (3rd grade: 16.67%, 4th grade: 0%, 5th grade: 0%). 22.01% of the LEP subgroup was proficient (3rd grade: 30.91%, 4th grade: 23.21%, 5th grade: 10.42%).

According to the 2018 CCSD SBAC data, in ELA the overall proficiency level was 29.92% proficient (3rd grade: 21.14%, 4th grade: 26.92%, 5th grade: 41.41%). Sub group data was analyzed and it was found that 3% of the IEP subgroup were proficient (3rd grade: 0%, 4th grade: 7.14%, 5th grade: 0%). For our LEP subgroup, 10% of students were (3rd grade: 16.18%, 4th grade: 5.13%, 5th grade: 0%). According to the 2019 CCSD SBAC data, the overall ELA proficiency level as increased to 38.02%. (3rd grade: 35.25%, 4th grade: 39.71%, 5th grade: 38.89%) 10% of the IEP subgroup was proficient (3rd grade: 8.33%, 4th grade: 14.29%, 5th grade: 7.14%). 17.61% of the LEP subgroup was proficient (3rd grade: 25.45%, 4th grade: 14.29%, 5th grade: 12.5%).

Recognizing that our IEP and LEP subgroups are an area of concern, the action steps in the School Performance Plan will address strategies and academic achievement steps in order to close the achievement gap among subgroups at Mendoza.



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

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

Priority Need/Goal 1:All students will increase proficiency in ELA from 29.92% to 38.66% and in math from 25.2% to 33.4% by 2020 as measured by state summative assessments. (This goal has been calculated to meet the NDE target by 2022)

Root Causes:Historically, Mendoza has had a lack of rigor and student engagement in Tier 1 instruction, including meeting the academic needs of students in the EL and FRL subgroups, was a root cause in the non-proficiency levels in these subgroups. Reading Rangers was in full implementation. The instructional rigor has increased, but is still not to the level needed to meet NVAC's requirements. Additionally, instruction during the WIPR block did not fully meet the needs of students. Engage New York was in full implementation. Pacing has increased and instruction has become more rigorous, but not to the level needed to meet NVAC's requirements. A new classroom intervention model was implemented in January 2019. This model has show growth in student achievement.

Measurable Objective 1:Increase the percentage of 3rd-5th grade EL students reading proficiency from 17.61% to 26.28% and math proficiency from 22.01% to 28.43% by 2020 as measured by the state summative assessments. (This goal has been calculated to meet the NDE target by 2022)

Measurable Objective 2:Increase the percentage of 3rd-5th grade IEP students reading proficiency from 10% to 18.22% and math proficiency from 5% to 14.22% by 2020 as measured by the state summative assessments. (This goal has been calculated to meet the NDE target by 2022)

Measurable Objective 3:Increase the percentage of 3rd grade students reading proficiency from 35.25% to 41.11% by 2020 as measured by the state summative assessments. (This goal has been calculated to meet the NDE target by 2022)

Monitoring Status

N/A

ACTION PLAN MONITORING PLAN

Action Step(please only list one action step per box)

Resources and Amount Needed for Implementation(people, time, materials, funding sources)

List Artifacts/Evidence of

Progress:Information (Data) that will verify

the action step is in progress or has occurred.

List Timeline,

Benchmarks, and

Position Responsible

Monitoring

Status

1.1 Professional Development (Required)Continuation From Last Year:

YesNCCAT-S Indicators: 1.2, 1.3, 1.5



Teachers will participate in PD and collaboration to build rigor and student engagement into Tier I reading and math instruction. Teachers will receive professional development on Wide Independent Prescriptive Reading Block (WIPR), Reading Rangers, Engage New York, technology, and Ron Clark Academy engagement strategies.

Professional Development will be provided during SBCTs, staff meetings, STPT days (Title 1 funded) and book studies before the school day (Title 1 funded) Ron Clark Academy Training funded by Title 1 and SB178 Book Studies on Engagement & Rigor funded by Title 1 WIPR/Reading Ranger PD provided through by Read by Grade 3 and Title 1 Strategist Technology PD provided by Mendoza Tech Team and Title 1

sign ins SBAC Interim Assessments (3-5) MAP Data (K-3) Star Reading data (K-5) Star Math data (K-5) PD agendas and evaluations

Aug 2019- May 2020 Principal Read by Grade 3 Strategist Title 1 Strategist

N/A

Comments:

Action StepResources and Amount

NeededList Artifacts/Evidence Timeline and Position Responsible

Monitoring

Status

1.2 Family Engagement (Required)Continuation From Last

Year: YesNCCAT-S Indicators:

Parents will be offered weekly classes and 21st Century Family Academic Nights to receive resources, materials and activities to work with students at home and help boost student achievement in reading. Reading Ranger expectations will also be communicated during these parenting classes. Parents will be invited into the classroom to observe and participate. The Operation Respect Welcoming Schools team will provide family engagement activities to promote and build home/school collaboration. Breakfast with books through Spread the Word Nevada. Mendoza involves families by having University Family Learning (UFL).

Family Academic Nights (21st Century) Family Engagement Activities (Strategic Budget) Extra Duty Pay (Title 1) Spread the Word Nevada

Parent Class agendas and evaluations Title 1 documentation District Wide Parent Survey

Aug 2019- May 2020 Admin, teachers, and strategist Parent sign in and evaluations -collected at each Family Academic Night by 21st Century Grant Coordinator. Parent sign in and evaluations -collected at each parent class by Title 1 site contact

N/A

Comments:

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

Yes

NCCAT-S Indicators:

1.2, 1.3, 1.5Teachers will implement rigorous Tier I instruction in reading and math guided by the teacher collaboration time. Teachers will be use technology to enhance instruction within the classroom through the use of chromebooks, or iPads. Teachers will use Pear Deck interactive Google slides to increase engagement and for formative assessments. Grade levels will collaborate through STPT to drive small group instruction and successful interventions with students. Targeted EL students will be using Imagine Learning to increase language proficiency. All students including SB178 students will use ST Math and be provided structured intervention. A CTT will pull small groups of ELL students to work on fluency and comprehension.

PD on WIPR, Reading Rangers, Engage New York, - Strategist Ron Clark Engagement Strategies, and technology- Title 1 and SB 178 Substitutes to provide collaboration time SBCTs Pear Deck -Title l

Classroom Observations and lesson plans Reading Ranger Graduations Reading Rangers Student Achievement data MAP data (K-3) SBAC Interim data (3-5) Star Reading data (K-5) Star Math data (K-5) SB178 data


N/A

Comments:

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



N/A

Comments:




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

Priority Need/Goal 2:Increase the percent of students meeting Adequate Growth Percentile in ELA from 49.3% to 59.3% and in Math from 32.8% to 42.8% by 2020 as measured by state summative assessments and reported on the Nevada School Performance Framework.

Root Causes:Historically, Mendoza has had a lack of rigor and student engagement in Tier 1 instruction, including meeting the academic needs of students in the IEP, EL and FRL subgroups, was a root cause in the non-proficiency levels in these subgroups. Reading Rangers was in full implementation. The instructional rigor has increased, but is still not to the level needed to meet NVAC's requirements. Additionally, instruction during the WIPR block did not fully meet the needs of students. Engage New York was in full implementation. Pacing has increased and instruction has become more rigorous, but not to the level needed to meet NVAC's requirements. A new classroom intervention model was implemented in January 2019.

Measurable Objective 1:Increase the percent of non-proficient IEP students meeting AGP in reading from 10.6% to 20.6% and in math from 3.5% to 13.5% by 2020 as measured by state summative assessments.

Measurable Objective 2:Increase the percent of non-proficient EL students meeting AGP in reading from 33% to 43% and in math from 20.6% to 30.6% by 2020 as measured by state summative assessments.

Measurable Objective 3:Increase the percent of non-proficient FRL students meeting AGP in reading from 48.7% to 58.7% and in math from 34.1% to 44.1% by 2020 as measured by state summative assessments.

Monitoring Status

N/A



Resources and Amount Needed for Implementation(people, time, materials, funding sources)


Progress:Information (Data) that will verify the action step is in progress or

has occurred.

List Timeline,

Benchmarks, and

Position Responsible

Monitoring

Status


YesNCCAT-S Indicators:



Teachers will participate in PD and collaboration to build rigor and student engagement into Tier I reading and math instruction. Teachers will receive professional development on Wide Independent Prescriptive Reading Block (WIPR), Reading Rangers, Engage New York, technology, and Ron Clark Academy engagement strategies.

Professional Development will be provided during SBCTs, staff meetings, STPT days (Title 1 funded) and book studies before the school day (Title 1 funded) Ron Clark Academy Training funded by Title 1 and SB178 Book Studies on Engagement & Rigor funded by Title 1 WIPR/Reading Ranger PD provided through by Read by Grade 3 and Title 1 Strategist Technology PD provided by Mendoza Tech Team

SBAC Interim Assessments (3-5) MAP Data (K-3) Star Reading data (K-5) Star Math data (K-5) PD agendas and evaluations


N/A

Comments:

Action StepResources and

Amount NeededList Artifacts/Evidence Timeline and Position Responsible

Monitoring

Status

2.2 Family Engagement (Required)Continuation From Last


Parents will be offered weekly classes and 21st Century Family Academic Nights to receive resources, materials and activities to work with students at home and help boost student achievement in reading. Reading Ranger expectations will also be communicated during these parenting classes. Parents will be invited into the classroom to observe and participate. The Operation Respect Welcoming Schools team will provide family engagement activities to promote and build home/school collaboration. Mendoza involves families by having University Family Learning (UFL).

Family Academic Nights (21st Century) Family Engagement Activities (Strategic Budget) Extra Duty Pay (Title 1)

Parent Class agendas and evaluations Title 1 documentation District Wide Parent Survey

Aug 2019- May 2020 Parent sign in and evaluations - collected at each Family Academic Night by 21st Century Grant Coordinator. Parent sign in and evaluations -collected at each parent class by Title 1 site contact

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: NCCAT-S Indicators: 1.2,

1.3, 1.5 Teachers will implement rigorous Tier I instruction in reading and math guided by the teacher collaboration time. Teachers will be use technology to enhance instruction within the classroom through the use of chromebooks, or iPads. Grade levels will collaborate through STPT to drive small group instruction and successful interventions with students. Targeted EL students will be using Imagine Learning to increase language proficiency. Targeted SB178 students will use ST Math and be provided structured intervention. A CTT will pull small groups of ELL students to work on fluency and comprehension.

PD on WIPR, Reading Rangers, Engage New York, Ron Clark Engagement Strategies, and technology Substitutes to provide collaboration time SBCTs days

Classroom Observations Reading Ranger Graduations Reading Rangers Student Achievement data MAP data (K-3) SBAC Interim data (3- 5) Star Reading data (K-5) Star Math data (K-5) SB178 data


N/A

Comments:

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



N/A

Comments:




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

Priority Need/Goal 3:Increase the percentage of school-based personnel trained in cultural competency

Root Causes:School-based personnel has not received mandatory training in cultural competency. There is a need for training in the area of cultural competency as evidenced by the District student achievement gap data.

Measurable Objective 1:100% of staff will participate in a mandatory cultural competency professional development session during the 2019-2020 school year as measured by sign-in sheets.

Monitoring Status

N/A



Resources and Amount Needed

for Implementation(people, time, materials, funding

sources)


Progress:Information (Data) that will verify the action step is in progress or

has occurred.

List Timeline, Benchmarks, and Position

Responsible

Monitoring

Status


YesNCCAT-S Indicators:

The school's Equity and Diversity Education Department Liaison attends trainings and brings back information to staff. Information is shared in staff meetings. Mendoza ES will participate in ELL instructional rounds and ELL Master Plan Cohort B.

Training materials from Equity and Diversity Education Department Equity and Diversity Education Department Liaison

Staff meeting sign- in sheets, agenda

The principal is responsible for ensuring this action step takes place during the 2019-2020 school year. Equity and Diversity Liaison is responsible for attending professional development quarterly and sharing information with the staff.

N/A

Comments:



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

3.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: N/A

Comments:

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


Students will be offered cross-curricular and multicultural tutoring during EPIC Academy extended school day.

Instructional Assistant to organize and monitor EPIC Academy, Extra Duty Pay for teachers (21st Century Grant).

STAR, Sign-ins, Agendas, Lesson Plan, Timesheets.

Extended School Day: August through May; 21st Century Grant Coordinator, STAR Benchmark data.

N/A

Comments:

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

Comments:



COMPONENT III: Budget Plan

COORDINATION OF FUNDS TO SUPPORT THE PLAN WITH OTHER PROGRAMS: Provide the sources of funds your school is currently receiving and identify the purposes for which those funds are

spent. Sources of funds may include General Budget, Title I , Title II, Title III, Migrant, Immigrant, Neglected & Delinquent, 21st Century After School Programs, Gear Up, IDEA, McKinney-Vento/Homeless, Head Start, state-funded Pre-Kindergarten, Teacher Incentive Fund, Striving Readers, and other state/federal funds.

Source of Funds applicable to

Priority Need/Goal

Amount Received for this

School Year

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

outcomes, etc.)Applicable Goal(s)

21st Century 100,000 EPIC academy works with students on STEM, character building, and building relationships via performing arts. Tutoring K-5 students in ELA and math concepts. Goals 1, 2 and 3

Title I 306,450 Class size reduction teacher, strategist working with teachers/coaching, substitutes for collaboration, Professional Development, increase technology, parent engagement materials and supplies. Goals 1 and 2

Strategic Budget 4,657,998 Staffing, instructional materials and supplies Goals 1, 2 and 3

SB178 210,000 Increase percentage of EL and FRL students meeting the adequate growth percentile through small group interventions. Intervention teachers and Student Success Advocate Goal 2

Title III 22,770 Provide supplemental supports and services for English Language Learners that promote language and academic achievement. Goal 1



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.Administration uses SearchSoft to secure perspective applicants looking specifically at scores 95-100 and ensure all incoming teachers must be HQ. During the interview process, school demographics, goals & objectives for student achievement, Culture of Instruction statement, & school wide initiatives are discussed as a means of relaying the schools vision & determining selection of teachers. Read by 3 and Title 1 strategists support teachers through observation, coaching and modeling.

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.Mendoza ES provides parent literacy training, family academic nights & parent strategies to assist with academia at home. Academic information shared via monthly newsletters in English/Spanish, Parent Portal, & all communication provided in English/Spanish. Data is shared regularly with parents and translators are offered at conferences to ensure parents understand data.

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.).Mendoza ES has an Early Childhood Special Education/ Title I Pre-K programs that regularly collaborates with Kindergarten staff. A summer transition academy is offered to all entering Pre-K students to assist with the transition. Collaboration exists between ES/MS feeder schools for supporting the transition from 5th grade to 6th grade. ES & MS counselors collaborate on effective strategies for transition & articulation between school programs. Counselors educate 5th graders on magnet school selection as well.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Assessments used include SBAC Interim, Renaissance/STAR, AIMSweb, MAP, and Reading Ranger Data. Administration, Read by 3 strategist and Title 1 strategist guide staff through data analysis and analyzing Reading Ranger graduations during monthly PLC's, and 1-1 coaching. Results are used to drive whole group and small group instruction. Teachers have an influence on the types of assessments used year-to-year. Assessments are also used to determine reteaching and intervention for Tier II and III students.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsAll funding sources were integrated into SPP. Title I funds purchased technology to support integration into classroom programs as well as teacher collaboration. EPIC Academy tutoring is supported through Inst. Assistants & extra duty pay. Tier II & III instruction through a CTT & licensed is supported by both Title III & Title I. 21st Century tutoring (after-school) was used for mathematics & reading instruction & EPIC Academy.



Plan for improving the school climate

Goal:Reduce the percent of chronically absent students from 10.6% to 9% by 2020 as measured by Infinite Campus and reported on the Nevada School Performance Framework.

Action Plan: How will this plan improve the school climate?Mendoza ES will use the following activities to promote a positive climate for students and improve attendance: perfect attendance celebrations for individual students and for whole classes, attendance check-ins, phone calls and parent conferences for students at risk of chronic absenteeism, and mentoring relationships.

Monitoring Plan: How will you track the implementation of this plan?Infinite Campus and Datalab will be used to track absenteeism.

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?Mendoza ES will use Infinite Campus and Datalab to determine effectiveness.



APPENDIX A - Professional Development Plan

1.1Teachers will participate in PD and collaboration to build rigor and student engagement into Tier I reading and math instruction. Teachers will receive professional development on Wide Independent Prescriptive Reading Block (WIPR), Reading Rangers, Engage New York, technology, and Ron Clark Academy engagement strategies.

Goal 1 Additional PD Action Step (Optional)



3.1The school's Equity and Diversity Education Department Liaison attends trainings and brings back information to staff. Information is shared in staff meetings. Mendoza ES will participate in ELL instructional rounds and ELL Master Plan Cohort B.




APPENDIX B - Family Engagement Plan

1.2Parents will be offered weekly classes and 21st Century Family Academic Nights to receive resources, materials and activities to work with students at home and help boost student achievement in reading. Reading Ranger expectations will also be communicated during these parenting classes. Parents will be invited into the classroom to observe and participate. The Operation Respect Welcoming Schools team will provide family engagement activities to promote and build home/school collaboration. Breakfast with books through Spread the Word Nevada. Mendoza involves families by having University Family Learning (UFL).

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Parents will be offered weekly classes and 21st Century Family Academic Nights to receive resources, materials and activities to work with students at home and help boost student achievement in reading. Reading Ranger expectations will also be communicated during these parenting classes. Parents will be invited into the classroom to observe and participate. The Operation Respect Welcoming Schools team will provide family engagement activities to promote and build home/school collaboration. Mendoza involves families by having University Family Learning (UFL).


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:All students will increase proficiency in ELA from 29.92% to 38.66% and in math from 25.2% to 33.4% by 2020 as measured by state summative assessments. (This goal has been calculated to meet the NDE target by 2022)

Measurable Objective(s):

Increase the percentage of 3rd-5th grade EL students reading proficiency from 17.61% to 26.28% and math proficiency from 22.01% to 28.43% by 2020 as measured by the state summative assessments. (This goal has been calculated to meet the NDE target by 2022)Increase the percentage of 3rd-5th grade IEP students reading proficiency from 10% to 18.22% and math proficiency from 5% to 14.22% by 2020 as measured by the state summative assessments. (This goal has been calculated to meet the NDE target by 2022)Increase the percentage of 3rd grade students reading proficiency from 35.25% to 41.11% by 2020 as measured by the state summative assessments. (This goal has been calculated to meet the NDE target by 2022)

StatusN/A

Comments:

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

Mid-Year End-of-Year


N/A

Progress

Barriers

Next Steps



1.2

Parents will be offered weekly classes and 21st Century Family Academic Nights to receive resources, materials and activities to work with students at home and help boost student achievement in reading. Reading Ranger expectations will also be communicated during these parenting classes. Parents will be invited into the classroom to observe and participate. The Operation Respect Welcoming Schools team will provide family engagement activities to promote and build home/school collaboration. Breakfast with books through Spread the Word Nevada. Mendoza involves families by having University Family Learning (UFL).

N/A

Progress

Barriers

Next Steps

1.3

Teachers will implement rigorous Tier I instruction in reading and math guided by the teacher collaboration time. Teachers will be use technology to enhance instruction within the classroom through the use of chromebooks, or iPads. Teachers will use Pear Deck interactive Google slides to increase engagement and for formative assessments. Grade levels will collaborate through STPT to drive small group instruction and successful interventions with students. Targeted EL students will be using Imagine Learning to increase language proficiency. All students including SB178 students will use ST Math and be provided structured intervention. A CTT will pull small groups of ELL students to work on fluency and comprehension.

N/A

Progress

Barriers

Next Steps

1.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Increase the percent of students meeting Adequate Growth Percentile in ELA from 49.3% to 59.3% and in Math from 32.8% to 42.8% by 2020 as measured by state summative assessments and reported on the Nevada School Performance Framework.


Increase the percent of non-proficient IEP students meeting AGP in reading from 10.6% to 20.6% and in math from 3.5% to 13.5% by 2020 as measured by state summative assessments.Increase the percent of non-proficient EL students meeting AGP in reading from 33% to 43% and in math from 20.6% to 30.6% by 2020 as measured by state summative assessments.Increase the percent of non-proficient FRL students meeting AGP in reading from 48.7% to 58.7% and in math from 34.1% to 44.1% by 2020 as measured by state summative assessments.

StatusN/A

Comments:




N/A

Progress

Barriers

Next Steps

2.2

Parents will be offered weekly classes and 21st Century Family Academic Nights to receive resources, materials and activities to work with students at home and help boost student achievement in reading. Reading Ranger expectations will also be communicated during these parenting classes. Parents will be invited into the classroom to observe and participate. The Operation Respect Welcoming Schools team will provide family engagement activities to promote and build home/school collaboration. Mendoza involves families by having University Family Learning (UFL).

N/A



Progress

BarriersNext Steps

2.3

Teachers will implement rigorous Tier I instruction in reading and math guided by the teacher collaboration time. Teachers will be use technology to enhance instruction within the classroom through the use of chromebooks, or iPads. Grade levels will collaborate through STPT to drive small group instruction and successful interventions with students. Targeted EL students will be using Imagine Learning to increase language proficiency. Targeted SB178 students will use ST Math and be provided structured intervention. A CTT will pull small groups of ELL students to work on fluency and comprehension.

N/A

Progress

Barriers

Next Steps

2.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:Increase the percentage of school-based personnel trained in cultural competency


100% of staff will participate in a mandatory cultural competency professional development session during the 2019-2020 school year as measured by sign-in sheets.

StatusN/A

Comments:



3.1 The school's Equity and Diversity Education Department Liaison attends trainings and brings back information to staff. Information is shared in staff meetings. Mendoza ES will participate in ELL instructional rounds and ELL Master Plan Cohort B. N/A

Progress

Barriers

Next Steps

3.2 N/A

Progress



Barriers

Next Steps

3.3 Students will be offered cross-curricular and multicultural tutoring during EPIC Academy extended school day. N/A

Progress

Barriers

Next Steps

3.4 N/A

Progress

Barriers

Next Steps



Documents

School Performance Plan · the classroom through the use of chromebooks, or iPads. Teachers will use Pear Deck interactive Google slides to increase engagement and for formative assessments