School Performance Plan€¦ · tutoring (daily). Common preps facilitate collaboration. IDPL Strategists and Read by 3 Strategists via prep buyouts. Title I carryover provides leveled

School Performance Plan

School NameEarl, Marion B ES

Address (City, State, Zip Code, Telephone):6650 W Reno Ave

Las Vegas, NV 89118-1120, (702) 799-8181

Superintendent/Assistant Chief: Pat Skorkowsky / Karen West

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Served

Designation: NA

Grade Level Served: Elementary

Classification: 3 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 PositionMaureen Debenedittis Teacher Rebecca Szczubiala Teacher

Monica Shelton Office Manager Belinda Schauer PrincipalConstantine Christopulos Assistant Principal Amanda Keltz Teacher

Amie Yacubovich Teacher Roxane Daniel TeacherShawna Hardesty Teacher Amber Stoner TeacherHolley Esposito Librarian Shanteel Korzep Learning Strategist

Nevada Department of Education Earl, Marion B ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/05/2016 Page 1 Nevada Department of Education - June 2016

Felisha Mustafa Parent



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)Coordination of Services for FRL, ELL, IEP students Achievement Gap Data Nevada Alternate Assessment (NAA)Statewide Assessments NA Achievement Gap DataSummative Assessments NA Individualized Education Programs (IEP)Family Engagement Data NA NAOther: Attendance Other: WIDA Other:Other: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.Multiple data sources were reviewed to evaluate Earl's performance and provide context. The population of Earl ES is changing: The percent of ELL students has increased from 11.8% in the 2012-2013 school year to 19% in the 2016-2017 school year. With this change, some areas of celebration and areas of concern are identified.Overall proficiency rates on the 2016 SBAC for both Math (46.78%) and ELA (51.07%) were above the average for the Clark County School District.At Earl ES, data from the Spring 2016 administration of the SBAC was reviewed to determine the needs of the students. Concerns in this data identified by the school improvement planning team include gaps for performance in ELA. Ethnicity gap: 67.57% of Asian students were proficient while 50.00% of Black students and 56.48% of Hispanic students were proficient. English Language Learner gap: 31.17% of LEP students were proficient while 58.43% of students not LEP were proficient.Gaps were also a concern in Math. Ethnicity gap: 75.68% of Asian students were proficient while 34.09% of Black students and 36.61% of Hispanic students were proficient. English Language Learner gap: 31.17% of LEP students were proficient while 52.71% of students not LEP were proficient.

Previous years' data:POSITIVE TRENDSUsing the NSPF for proficiency in 3rd, 4th, and 5th graders:From 2013 to 2014, the percent of students proficient in Reading/ELA improved from 64 to 68. The Reading/ELA area was a concern in the 13-14 plan, and prioritizing this was effective. From 2013-2014, the percent of IEP students proficient in Reading/ELA improved from 33 to 38. From 2013-2014, the percent of African/American students proficient in Reading/ELA improved from 57 to 65. AREA OF CONCERNUsing the NSPF for proficiency in 3rd, 4th, and 5th graders: From 2013 to 2014, the percent of students proficient in math decreased from 74 to 70. Using the 2014 School Growth Summary Report for 4th and 5th graders: From 2013 to 2014, the percent of students in the Keep Up category in math decreased from 61 to 43. From 2013 to 2014, the gap in percent of students in the Keep Up category between minority and non-minority increased from 0 (63/63) to 14 (52/66).



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

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

Priority Need/Goal 1:Increase Grade 3 proficiency rates in reading.

Root Causes:Teachers need to continue to learn to implement the NVACS with fidelity and rigor. Teachers will need to become fluent in the use of new materials to supplement curriculum fully aligned to the NVACS. Inadequate time exists in the standard schedule to provide remediation and acceleration as well as on-grade instruction. Root causes were developed as a result of the school's lower proficiency results when compared to state and district results on the state assessments and NSPF.

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading from 53 to 60 by 2017 as measured by state assessments.

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:

PD: Implementing NVACS with rigor (including DOK 3&4), instructing students of poverty, aligning resources/activities to NVACS. Daily grade level collaboration for planning, data, intervention/acceleration. Site-based collaboration time provides teachers with professional development in the areas of Read by 3 and supplemental curricular materials. Teacher leaders have daily prep buyouts to provide model lessons and mentoring for teachers.

Learning Strategist provided by strategic budget. 3 CTTs (funded by Title I) to provide tutoring (daily). Common preps facilitate collaboration. IDPL Strategists and Read by 3 Strategists via prep buyouts. Title I carryover provides leveled reading materials to support Read by 3 initiatives.

DRA and AIMSweb benchmarks and diagnostics on data tracker, coaching logs, admin observations, SBCT agendas

Administration (Data tracker reports 3x/yr) Learning Strategists and Read by 3 Strategists (coaching logs-2x/mo), RTI team (AIMS rpts-3x/yr), admin (observations-monthly).

N/A

Comments:NVACS - Nevada Academic Content Standards, SBCT - Site-Based Collaboration Time, DOK - Depth of Knowledge, PLC- Professional Learning Communities, DRA - Development Reading



Assessment, CTT - Certified Temporary Tutor

Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position ResponsibleMonitoring

Status

1.2 Family Engagement (Required)Continuation From Last Year:

YesNCCAT-S Indicators:

Marion Earl has continued to increase the communication with parents via a family engagement committee, monthly newsletters, website, ParentLink and a bi-lingual component to most communication. Parent participation has increased at meetings, activities, and sporting events. Parents instructed on how to have children utilize at-home resources, access & understand NVAC standards.

Title I Parent Organization, family engagement committee, bi-monthly presentations with handouts, staff available to translate in multiple languages (ongoing) and support during academic training sessions and events (ongoing)

Event agendas and handouts, Title I sign in sheets; Title I surveys; volunteer sign in logs, Parent Link history, school website, newsletter

Title I Coordinator (sign-in sheets & surveys-1 per mtg); Administration (recording Parentlink msgs/newsletters -Monthly), Administration (Parentlink history, website-Monthly), multilingual staff (Parentlink recordings-Monthly), clerk (volunteer logs-1x/year)

N/A

Comments:

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

YesNCCAT-S Indicators:

Lessons will be developed collaboratively within grade level to address the Literacy Framework so students will be engaged in rigorous and relevant activities aligned to NVACS. Implement best practices in classrooms.

Read by 3 Learning Strategists (funded by IDPL) (2x/mo), admin (Monthly) to provide PD, model, and support collaboration; admin to observe best practices (Monthly); CTT (funded by Title I) (daily) to provide effective support, Leveled reading materials (Title I Carryover), supplemental curricular materials.

Curriculum Engine, Coach logs, Grade Level Planning reports, Leadership Team, AIMSweb data, Data Board, CCF-109, student achievement data on SBAC

Admin (curriculum engine review-ongoing), Read by 3 Learning Strategists (coaching logs-2x/mo), teachers (grade level planning reports-weekly, data board-Monthly, intervention logs-weekly, intervention block plans-Monthly), CTT (intervention logs), RTI team (AIMSweb-3x/yr)

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:Reduce the overall achievement gap percentage points between the CCSD's highest performing and the school's ethnic/racial subgroups in both reading and math.

Root Causes:Teachers need to continue to learn to implement the NVACS with fidelity and rigor. Teachers will need to become fluent in the use of new materials to supplement curriculum fully aligned to the NVACS. Inadequate time exists in the standard schedule to provide remediation and acceleration as well as on-grade instruction. Root causes were developed as a result of the school's lower proficiency results when compared to state and district results on the state assessments and NSPF.

Measurable Objective 1:Reduce the math proficiency gap between the District's highest performing subgroup and the school's lower performing ethnic/racial supergroup from 20.33 to 15.33 by 2017 as measured by state assessments.

Measurable Objective 2:Reduce the reading proficiency gap between the District's highest performing subgroup and the school's lower performing ethnic/racial supergroup from 22.85 to 17.85 by 2017 as measured by state assessments.

Monitoring Status

N/A






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

List Timeline, Benchmarks,

and Position Responsible

Monitoring

Status

2.1 Professional Development (Required)Continuation From Last

Year: YesNCCAT-S Indicators:



PD: Implementing NVACS with rigor (including DOK 3&4), instructing students of poverty, aligning resources/activities to NVACS. Daily grade level collaboration for planning, data, intervention/acceleration (RTI). Site-based collaboration time provides teachers with professional development in the areas of Read by 3 and supplemental curricular materials. Teacher leaders have daily prep buyouts to provide model lessons and mentoring for teachers.

Learning Strategist provided by strategic budget. 3 CTTs (funded by Title I) to provide tutoring (daily). Common preps facilitate collaboration. IDPL Strategists and Read by 3 Strategists via prep buyouts. Title I carryover provides leveled reading materials to support Read by 3 initiatives.

DRA and AIMSweb benchmarks and diagnostics on data tracker, coaching logs, admin observations, SBCT agendas

Administration (Data tracker reports 3x/yr) Learning Strategists and Read by 3 Strategists (coaching logs-2x/mo), RTI team (AIMS rpts-3x/yr), admin (observations-monthly).

N/A

Comments:NVACS - Nevada Academic Content Standards, SBCT - Site-Based Collaboration Time, DOK - Depth of Knowledge, PLC- Professional Learning Communities, RTI- Response to Instruction, DRA - Development Reading Assessment, CTT - Certified Temporary Tutor

Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position ResponsibleMonitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: Marion Earl has continued to increase the communication with parents via a family engagement committee, monthly newsletters, website, ParentLink and a bi-lingual component to most communication. Parent participation has increased. Parents instructed on how to have children utilize at-home resources, access & understand NVAC standards.

Title I Parent Organization, family engagement committee, bi-monthly presentations with handouts, staff available to translate in multiple languages (ongoing) and support during academic training sessions and events (ongoing).

Event agendas and handouts, Title I sign in sheets; Title I surveys; volunteer sign in logs, Parent Link history, school website, newsletter, RTI student data/logs.

Title I Coordinator (sign-in sheets & surveys-1 per mtg); Administration (recording Parentlink msgs,-monthly, newsletter), Administration (Parentlink msgs/newsletters -Monthly), multilingual staff (Parentlink recordings-monthly), clerk (volunteer logs-1x/year).

N/A

Comments:

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

Year: NCCAT-S Indicators:

Frequent progress monitoring and identification of students for RTI. Teachers will collaborate weekly to evaluate student progress and provide appropriate interventions. CTT will provide support services to identified students. ELL tutor will provide support for ELL students. ELL students with a WIDA score of 1-3 will use Imagine Learning. Tier 2 and Tier 3 students will receive small group interventions and identified students receive after-school tutoring.

CE, Grade Level Planning reports, RTI Team reports, DRA, AIMSweb, student achievement data tracker, admin (monthly); CTT (Title I) to provide effective support, Title I funded supplemental curriculum materials for classrooms. ELL Grant and Read by 3 Grant for Tutoring.

Curriculum Engine, Grade Level Planning reports, RTI Team reports, Student achievement data, ELL assessment data.

Admin (curriculum engine review-monthly), Learning Strategists (coaching logs-2x/mo), teachers (grade level planning reports-weekly, CTT (intervention logs), RTI team (AIMSweb-3x/yr, intervention logs), DRA (2-3x/year), ELL site liaison monitors tutoring logs in February and May.

N/A

Comments:CE - Curriculum Engine

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: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 2016-2017 school year as measured by sign-in sheets.

Monitoring Status

N/A






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

has occurred.

List Timeline,

Benchmarks, and Position

Responsible

Monitoring

Status

3.1 Professional Development (Required) Continuation From Last Year: NCCAT-S Indicators: PD in Cultural Responsiveness for the purpose of increasing respectful and productive engagement among educators, students, families and the community. All staff will participate in a professional development session provided by the District's Equity and Diversity Department.

Cultural Responsiveness Framework workshops (CCSD) facilitated by Equity and Diversity in partnership with National Academic Educational Partners and other community-based organizations provided during the 2016-2017 school year.

Sign-in sheets, agendas The principal is responsible for ensuring this action step takes place during one of the SBCTs.

N/A

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: Yes NCCAT-S Indicators: 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:



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)

ELL Funds $5,425 Tutoring Extra Duty Pay for 4 teachers tutoring ELL students from December 2015 through May 2016. Goals 1, 2 and 3

Title I Funds $60,060 iPads with cases and apps, books, parent training materials, Temporary Aide, and Support Staff Extra Duty Goals 1, 2 and 3

PASS $9,000 Certified Temporary Tutor (CTT) - 136 days, 3 hrs/day Goals 1, 2 and 3



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.Marion Earl ES has retained many staff for ten years plus, fostering the climate of family and commitment. Additionally, the staff also has several new teachers who embrace traditional values of the existing staff, and who are valued for their new ideas and experiences. Teachers here will grow professionally through ongoing PD and grade-level collaboration. We work collaboratively with Human Resources to ensure HQ teachers are placed into any vacancy. Teachers are celebrated for their progress.

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.Educational Involvement Accords & Honor Codes were sent out, signed. Most ParentLink communication is provided in English & Spanish. A monthly newsletter is provided. The website is updated weekly and includes several academic resources for parents and students. Parent meetings are held monthly with the PTA , admin, & teachers to encourage parent involvement. Bi-monthly parent meetings are held to discuss school achievement. 100% participation is expected for PSTAPT. Progress reports via IC.

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 participate in assemblies put on by the CCSD Magnet Program and Sawyer MS to prepare the 5th graders for the next level. Sawyer MS counselors work closely with our 5th grade teachers and our counselor to assist with creating schedules for the incoming 5th graders; Sawyer's school psychologist and counselor works with our teachers, school psychologist, and counselor to prepare for incoming IEP's and 504's. PreK students attend an orientation to transition to Kindergarten and meet teachers.

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.Grade levels utilize district and grade level assessments to identify areas of concern for targeted instruction. Grade levels include a minimum of one grade level meeting per week to discuss assessment data.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement effortsPASS Grant & Title I funds are utilized to support Tier II and III instruction through a CTT, after school tutoring, an instructional Aide, and the purchase of 80 iPads. Technology equipment was also purchased to promote technology integration into content.



APPENDIX A - Professional Development Plan

1.1PD: Implementing NVACS with rigor (including DOK 3&4), instructing students of poverty, aligning resources/activities to NVACS. Daily grade level collaboration for planning, data, intervention/acceleration. Site-based collaboration time provides teachers with professional development in the areas of Read by 3 and supplemental curricular materials. Teacher leaders have daily prep buyouts to provide model lessons and mentoring for teachers.

Goal 1 Additional PD Action Step (Optional)

2.1PD: Implementing NVACS with rigor (including DOK 3&4), instructing students of poverty, aligning resources/activities to NVACS. Daily grade level collaboration for planning, data, intervention/acceleration (RTI). Site-based collaboration time provides teachers with professional development in the areas of Read by 3 and supplemental curricular materials. Teacher leaders have daily prep buyouts to provide model lessons and mentoring for teachers.


3.1PD in Cultural Responsiveness for the purpose of increasing respectful and productive engagement among educators, students, families and the community. All staff will participate in a professional development session provided by the District's Equity and Diversity Department.




APPENDIX B - Family Engagement Plan

1.2Marion Earl has continued to increase the communication with parents via a family engagement committee, monthly newsletters, website, ParentLink and a bi-lingual component to most communication. Parent participation has increased at meetings, activities, and sporting events. Parents instructed on how to have children utilize at-home resources, access & understand NVAC standards.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Marion Earl has continued to increase the communication with parents via a family engagement committee, monthly newsletters, website, ParentLink and a bi-lingual component to most communication. Parent participation has increased. Parents instructed on how to have children utilize at-home resources, access & understand NVAC standards.


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase Grade 3 proficiency rates in reading.

Measurable Objective(s):

Increase the percent of 3rd grade students proficient in reading from 53 to 60 by 2017 as measured by state assessments.

StatusN/A

Comments:

1.1 Professional Development: NVACS - Nevada Academic Content Standards, SBCT - Site-Based Collaboration Time, DOK - Depth of Knowledge, PLC- Professional Learning Communities, DRA - Development Reading Assessment, CTT - Certified Temporary Tutor1.2 Family Engagement:1.3 Curriculum/Instruction/Assessment:1.4 Other:

Mid-Year End-of-Year

1.1

PD: Implementing NVACS with rigor (including DOK 3&4), instructing students of poverty, aligning resources/activities to NVACS. Daily grade level collaboration for planning, data, intervention/acceleration. Site-based collaboration time provides teachers with professional development in the areas of Read by 3 and supplemental curricular materials. Teacher leaders have daily prep buyouts to provide model lessons and mentoring for teachers.

N/A

Progress

Barriers

Next Steps

1.2Marion Earl has continued to increase the communication with parents via a family engagement committee, monthly newsletters, website, ParentLink and a bi-lingual component to most communication. Parent participation has increased at meetings, activities, and sporting events. Parents instructed on how to have children utilize at-home resources, access & understand NVAC standards.

N/A

Progress



Barriers

Next Steps

1.3 Lessons will be developed collaboratively within grade level to address the Literacy Framework so students will be engaged in rigorous and relevant activities aligned to NVACS. Implement best practices in classrooms. N/A

Progress

Barriers

Next Steps

1.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Reduce the overall achievement gap percentage points between the CCSD's highest performing and the school's ethnic/racial subgroups in both reading and math.


Reduce the math proficiency gap between the District's highest performing subgroup and the school's lower performing ethnic/racial supergroup from 20.33 to 15.33 by 2017 as measured by state assessments.Reduce the reading proficiency gap between the District's highest performing subgroup and the school's lower performing ethnic/racial supergroup from 22.85 to 17.85 by 2017 as measured by state assessments.

StatusN/A

Comments:

2.1 Professional Development: NVACS - Nevada Academic Content Standards, SBCT - Site-Based Collaboration Time, DOK - Depth of Knowledge, PLC- Professional Learning Communities, RTI- Response to Instruction, DRA - Development Reading Assessment, CTT - Certified Temporary Tutor2.2 Family Engagement:2.3 Curriculum/Instruction/Assessment: CE - Curriculum Engine2.4 Other:


2.1

PD: Implementing NVACS with rigor (including DOK 3&4), instructing students of poverty, aligning resources/activities to NVACS. Daily grade level collaboration for planning, data, intervention/acceleration (RTI). Site-based collaboration time provides teachers with professional development in the areas of Read by 3 and supplemental curricular materials. Teacher leaders have daily prep buyouts to provide model lessons and mentoring for teachers.

N/A

Progress

Barriers

Next Steps

2.2Marion Earl has continued to increase the communication with parents via a family engagement committee, monthly newsletters, website, ParentLink and a bi-lingual component to most communication. Parent participation has increased. Parents instructed on how to have children utilize at-home resources, access & understand NVAC standards.

N/A



Progress

BarriersNext Steps

2.3

Frequent progress monitoring and identification of students for RTI. Teachers will collaborate weekly to evaluate student progress and provide appropriate interventions. CTT will provide support services to identified students. ELL tutor will provide support for ELL students. ELL students with a WIDA score of 1-3 will use Imagine Learning. Tier 2 and Tier 3 students will receive small group interventions and identified students receive after-school tutoring.

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 2016-2017 school year as measured by sign-in sheets.

StatusN/A

Comments:

3.1 Professional Development:3.2 Family Engagement:3.3 Curriculum/Instruction/Assessment:3.4 Other:


3.1 PD in Cultural Responsiveness for the purpose of increasing respectful and productive engagement among educators, students, families and the community. All staff will participate in a professional development session provided by the District's Equity and Diversity Department. N/A

Progress

Barriers

Next Steps

3.2 N/A

Progress



Barriers

Next Steps

3.3 N/A

Progress

Barriers

Next Steps

3.4 N/A

Progress

Barriers

Next Steps



Documents

School Performance Plan€¦ · tutoring (daily). Common preps facilitate collaboration. IDPL Strategists and Read by 3 Strategists via prep buyouts. Title I carryover provides leveled