Wolfe

Nevada Department of Education Wolfe, Eva ES 2018-2019
Clark County School District
School Performance Plan
School Name
Wolfe, Eva ES
Address (City, State, Zip Code, Telephone):

4027 W Washburn Rd
N Las Vegas, NV 89031-2014, 7027991860
Superintendent/Assistant Chief: Jesus Jara / Jefferey Hybarger
For Implementation During The Following Years: 2018-2019
The Following MUST Be Completed:
Title I Status: Served
Designation: CSI
Grade Level Served: Elementary
Classification: 1 Star
NCCAT-S: Not Required
Please ensure that the following

*1 and 2 Star Schools Only: documents will be available upon request ☑ Use of Core Instructional Materials ☑ Scheduling ☑ Model School Visits
Members of Planning Team * ALL Title I schools must have a parent on their planning team that is NOT a district employee.
Name of Member Position Name of Member Position

Annie Page Parent Jennifer French Principal
Tiffany Burlacu Assistant Principal Amber Callaghan Counselor
Jennifer Davis Learning Strategist Tiffany Brandon Kindergarten Teacher
Kristin Fullerton First Grade Teacher Tyechia Miller First Grade Teacher
Matthew Keener Second Grade Teacher Julie Tumpney Third Grade Teacher
Last Date Review/Revised By Planning Team - 11/06/2018 Page 1 Nevada Department of Education - June 2017
COMPONENT I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)
DATA REVIEWED & ANALYZED:
Based on your schools NSPF results, identify what additional data have been reviewed and analyzed in development of the SPP.
School Data For General Education

English Language Learner (ELL) Data Special Education Data
Including FRL
Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)
Statewide Assessments Achievement Gap Data Achievement Gap Data
NA Content/ESL Staffing and Professional Development Special Ed Staffing and Professional Development
NA NA NA
NA NA NA
Other: Other: Other:
Other: Other: Other:
Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.
According to the official 2017-2018 NDE Validation Day data, the Wolfe Elementary student population consists of Asian (2.9%), African American (18.2%), White/Caucasian (23.6%),
Hispanic/Latino (47%), Native American/Alaskan Native (0.1%), Multiracial (5.6%), Hawaiian Pacific Islander (2.2%), FRL (100%), IEP (18.6%), and LEP (22.9%) with a total of 512 students. This is
the third year that 100% of our students have qualified for free and reduced lunch.
The most recent statewide summative assessment data was analyzed, and we identified the following:
Relative Strength:
For the past two years, students median growth percentile in ELA has been average. In 2016-17, it was 50.5. In 2017-18, it was 48.5.
In ELA, 66.7% of our students in the two or more races subgroup were proficient.
Areas to Target:
In math, 25% of the students were proficient. Only 6.8% of students in the African American subgroup were proficient. Both of these data indicate a Tier I instruction issue to be resolved as well
as necessitate a school-wide focus on ensuring our African American students are provided adequate access to math instruction.
Our NCCAT results indicated that teachers needed to focus on developing and communicating a shared vision; improving collaborative data decision-making structures; and using effective
strategies to differentiate instruction. Those areas of focus have been incorporated into the SPP.
~ All instructional staff members use effective instructional strategies to meet the learning needs of all students (1.3);
~ All instructional staff members routinely collaborate to review the impact of instructional strategies and to modify instruction accordingly (1.4);
~ School leadership develops and communicates a clear, shared vision and mission (3.1).
COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 1
☑ General Education ☑ FRL ☑ ELL ☑ IEP ☐ Other

Based on the CNA, identify all that apply:
Priority Need/Goal 1:
Increase reading and math proficiency rates in students

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

Measurable Objective 1:
Increase the percent of third grade students proficient in reading from 36% to 46% by spring 2019 as measured by the Reading SBAC.

Increase the percent of students proficient in reading from 40% to 50%.

Increase the percent of students proficient in math from 25% to 35%.

Monitoring Status
N/A

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

1.1 Professional Development (Required) NCCAT-S Indicators: 1.3, 1.4, 3.1
Year: Yes
Teachers will receive professional development in time - morning meetings, SBCT, regular agendas, sign-in sheets, Weekly planning meetings - planning for N/A
the area of language development. This will be purposeful planning meeting time per week classroom observations, engagement & language development,
provided via the ELL Cohort B sessions as well as (1003(a) prep buyouts); substitute days for intervention plans, classroom analyzing data (September - May) - site
through vertical alignment groups presenting "best collaboration (1003(a) funds); intervention observations, Evaluate/AIMSweb administrators responsible Professional
practices" language development strategies and teacher (SB178)/CTT's (general funds); computers Plus data development meetings - at least bi-
grade level meetings. The two major PD focus areas (general/Title I); computer programs - Velocity weekly (October - April) - site
will be in improving language through discourse and (general funds), Evaluate (1003(a)), AIMSweb Plus administrator & learning strategists
creating lesson with the gradual release of (general funds) responsible
responsibility.
Comments:

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

1.2 Family Engagement (Required) NCCAT-S Indicators:
Year: Yes
The staff along with FACES will have parent meetings FACES staff, time to meet, paper for agendas, sign-in sheets meetings 3X/year (September - curriculum N/A
regarding language development, understanding handouts (general funds), snacks overview, October - RBG3, January - STEM) -
assessments, and supporting academic at home. (general funds) RBG3 strategist responsible
Comments:


1.3 Curriculum/Instruction/Assessment (Required) NCCAT-S Indicators: 1.3, 1.4
Year: Yes
1) Teachers will allow for discourse (oral or written) on average every ten time - regular purposeful planning Classroom observations, Teachers are to implement action N/A
minutes and ensure that their lessons have a high cognitive demand. 2) meeting time per week (1003(a) prep instructional steps 1-3 daily. Action step 5 will be
Teachers will integrate Pathways & Pitfalls into their math instruction to buyout), substitute days for rounds/shadowing, lesson as common assessment data is
develop academic vocabulary through discourse in a content area. 3) collaboration (general funds), plans, formative/summative available to be analyzed but not less
Intervention support will be provided to students who are in the bottom intervention teacher/CTT's (SB 178), assessment data, progress than once per month. Site
quartile. 4) Teachers will purposefully plan lessons and give common computers (general funds/SB 178), toward SLG's administrators will conduct classroom
assessments to analyze growth (classroom assessments, MAP, Evaluate, computer programs - Velocity, i-Lit, observations at least once monthly
AIMSweb Plus) 5) Teachers will analyze students' progress through Evaluate (general funds/SB 178); tutors (September - May) to ensure these
classroom assessments, AIMSweb Plus, MAP, and/or Evaluate. 6) Teachers (21st CCLC) action steps are occurring in each
will implement their SLG's and monitor their progress. 7) Before school classroom.
tutoring will be available for students.
Comments:

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


Reduce the overall achievement gap percentage points between highest performing subgroup and lower performing ethnic/racial subgroups in both reading and math.

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

Reduce the reading proficiency gap between the school's highest performing subgroup (two or more races) and lower performing ethnic/racial subgroup (African American) from 47% to 37% by
2019 as measured by state assessments.

Reduce the math proficiency gap between the school's highest performing subgroup (two or more races) and lower performing ethnic/racial subgroup (African American) from 35% to 25% by

Monitoring Status
N/A

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

2.1 Professional Development (Required) NCCAT-S Indicators:
Year:
1) Teachers will receive professional development in the area time - morning meetings, staff development agendas, sign-in sheets, Planning meetings at least bi-weekly for N/A
of language development. This will be provided via the ELL days, regular purposeful planning meeting classroom observations, planning and analyzing data
Cohort B sessions as well as through vertical alignment time per week (waiver to use prep period); intervention plans, (September - May) - site administrators
groups presenting "best practices" language development substitute days for collaboration (general classroom observations responsible Professional development
strategies. A major focus of the professional development will funds); intervention teacher/CTT's (SB 178), meetings - two morning meetings/per
be improving language instruction through discourse. 2) computers (general funds/SB 178); month and four professional
Teachers will receive professional development in the areas computer programs - Velocity, i-Lit (general development days - site
of developing strong number sense and using discourse to funds); Pathways & Pitfalls (general funds) administrators/RBG3 strategist
reinforce mathematical concepts. 3) Teachers will implement responsible
Pathways & Pitfalls in their classrooms to develop academic
vocabulary and discourse in a content area.
Comments:

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

2.2 Family Engagement (Required) NCCAT-S Indicators:
Year:
The staff along with FACES will have parent meetings to FACES staff, time to meet, paper agenda, sign-in sheets parent meetings 3X/year (September - N/A
regarding language development, understanding for handouts (general funds), curriculum overview, October - RBG3, January -
assessments, and supporting reading/writing at home. snacks (general funds) STEM) - RBG3 strategist responsible
Comments:


2.3 Curriculum/Instruction/Assessment (Required) NCCAT-S Indicators:
Year: Yes
1) Teachers will allow for discourse (oral or written) on time - regular purposeful planning meeting time per Classroom observations, Teachers are to implement action N/A
average every ten minutes and ensure that their literacy week (waiver to use prep period), substitute days for instructional steps 1-3 daily. Action step 4 will be
lessons have a high cognitive demand. 2) Intervention collaboration (general funds), intervention rounds/shadowing, lesson as common assessment data is
support will be provided to students who are in the bottom teacher/CTT's (SB 178), computers (general funds/SB plans, formative/summative available to be analyzed but not less
quartile. 3) Teachers will purposefully plan lessons and give 178), computer programs - Velocity, i-Lit, Evaluate assessment data, progress than once per month. Site
common assessments to analyze growth (classroom (general funds/SB 178); tutors (21st CCLC) toward SLG's administrators will conduct
assessments, MAP, Evaluate) 4) Teachers will analyze Interventionist/CTT's (SB 178), Read Well (general classroom observations at least once
students' progress through classroom assessments, MAP, funds); computer programs - iLit, Velocity, Evaluate monthly (September - May) to
and/or Evaluate. 5) Teachers will implement their SLG's and (general funds/SB 178); computers (general funds - SB ensure these action steps are
monitor their progress. 6) Before school tutoring will be 178), Pathways & Pitfalls (general funds) occurring in each classroom.
available for students.
Comments:


N/A
Comments:


Increase students' feelings of safety while at recess

Root Causes:
There is a need to structure recess in a way that reduces the number of behavior incidents as well as develop students' self-confidence when dealing with confrontation.

The percentage of behavior incidents occurring during recess will decrease from 38% to 25%.

The number of behavior incidents occurring during recess will decrease from 48 to 24.

Monitoring Status
N/A


Action Step List Artifacts/Evidence of Progress: List Timeline, Benchmarks, and
(please only list one action Information (Data) that will verify the action step is in Monitoring Status
Implementation
step per box) progress or has occurred. Position Responsible
(people, time, materials, funding sources)
3.1 Professional Development (Required) Continuation From Last Year: No NCCAT-S Indicators:
Teachers will participate in Super Sun posters (general funds) teacher logs of teaching Super Sun behaviors August 2018 - counselor N/A
Super Sun PD.
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: No NCCAT-S Indicators:
Have family painting nights paint, paintbrushes, canvases (Crayola grant) sign-in sheets January 2018 (counselor) N/A
Comments:

Continuation From
3.3 Curriculum/Instruction/Assessment (Optional) NCCAT-S Indicators:
Last Year: No
1) Teachers will teach all students the school-wide Super Sun behaviors. 2) Teachers will give paint supplies (Crayola grant), paintings, receipts for Super Sun prizes (monthly - N/A
Super Sun tickets to students displaying safe, responsible, and/or respectful behavior. 3) therapy sand (general funds), prizes September 2018 - May 2019),
Students can purchase Super Sun prizes and activities with their Super Sun tickets. 4) prizes (general funds) counseling sessions (daily -
Students identified as potential bullies and victims will attend group counseling lessons and September 2018 - May 2019)
be provided with art therapy opportunities.
Comments:


N/A
Comments:

COMPONENT II: Inquiry Process & Action Plan Design- Priority

Need/Interventions
Root Causes:
Monitoring Status


Action Step List Artifacts/Evidence of Progress: List Timeline, Benchmarks, and
(please only list one Information (Data) that will verify the action step is in Monitoring Status
Implementation
action step per box) progress or has occurred. Position Responsible
(people, time, materials, funding sources)
4.1 Professional Development (Required) Continuation From Last Year: NCCAT-S Indicators:
Comments:

Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible Monitoring Status
4.2 Family Engagement (Optional) Continuation From Last Year: NCCAT-S Indicators:
Comments:

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

Comments:

COMPONENT III: Budget Plan
Provide the sources of funds your school is currently receiving and identify the purposes for which those funds are
COORDINATION OF FUNDS TO SUPPORT THE PLAN WITH OTHER PROGRAMS:
spent. Sources of funds may include General Budget, Title I , Title II, Title III, Migrant, Immigrant, Neglected & Delinquent, 21st Century After School Programs, Gear Up, IDEA, McKinney-Vento/Homeless,
Head Start, state-funded Pre-Kindergarten, Teacher Incentive Fund, Striving Readers, and other state/federal funds.
Source of Funds applicable to Priority Amount Received for this School Purposes for which funds are used (include targeted audience, specific
Applicable Goal(s)
Need/Goal Year activities, intended outcomes, etc.)
two class-size reduction classroom (1 fourth/1 fifth), technology (Chromebooks and
Title I $166,800 Goals 1 and 2
headphones)
General Funds $2,724,904.43 salaries, general supplies Goals 1, 2 and 3
Title III $5,022.00 subs for instructional rounds/shadowing, tutoring Goals 1 and 2
21st CCLC $110,000.00 tutoring, enrichment activities Goals 1, 2 and 3
1003(a) $88,522.41 External consulting firm to support improved student achievement Goals 1, 2 and 3
Crayola $2,500.00 materials for multiple representations 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.
Staff at Wolfe ES positively market the school and encourage their family and friends to suggest to strong teaching candidates that they apply to Wolfe ES.

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.
At the beginning of the school year, each grade level held a curriculum overview meeting to help families understand what their child is expected to learn throughout the year as well as the level
of rigor expected. FACES and ELL Department provide parent classes provide families engaging activities that can be done at home to support learning at school. Parent communication is sent
home in English and Spanish.

3. Describe the school's plans for transition and articulation between school programs (ie: assisting preschool children from early childhood programs such as Head Start,
Even Start, or a state-run preschool program to elementary school, elementary school to middle school, and middle to high school, etc.).
The Wolfe ES staff work with the zoned and magnet middle schools to provide students opportunities to visit prospective new campuses. Some of the middle schools have parent meetings to
acquaint families with variety of opportunities offered at the middle school.

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

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement efforts
The general, 1003(a), Title I, Title III, and 21st Century Community Learning Center funds are all used to improve Tier I instruction by improving teaching through professional development and
supporting students' differentiated needs.
APPENDIX A - Professional Development Plan
1.1
Teachers will receive professional development in the area of language development. This will be provided via the ELL Cohort B sessions as well as through vertical alignment groups presenting
"best practices" language development strategies and grade level meetings. The two major PD focus areas will be in improving language through discourse and creating lesson with the gradual
release of responsibility.

Goal 1 Additional PD Action Step (Optional)

2.1
1) Teachers will receive professional development in the area of language development. This will be provided via the ELL Cohort B sessions as well as through vertical alignment groups
presenting "best practices" language development strategies. A major focus of the professional development will be improving language instruction through discourse. 2) Teachers will receive
professional development in the areas of developing strong number sense and using discourse to reinforce mathematical concepts. 3) Teachers will implement Pathways & Pitfalls in their
classrooms to develop academic vocabulary and discourse in a content area.


3.1
Teachers will participate in Super Sun PD.


4.1

Intervention Additional PD Action Step (Optional)
APPENDIX B - Family Engagement Plan
1.2
The staff along with FACES will have parent meetings regarding language development, understanding assessments, and supporting academic at home.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2
The staff along with FACES will have parent meetings to regarding language development, understanding assessments, and supporting reading/writing at home.


3.2
Have family painting nights

APPENDIX C - Monitoring/Evaluation
Priority Need/Goal 1
Increase reading and math proficiency rates in students

Measurable Objective(s):
Increase the percent of third grade students proficient in reading from 36% to 46% by spring 2019 as measured by the Reading SBAC.
Increase the percent of students proficient in reading from 40% to 50%.
Increase the percent of students proficient in math from 25% to 35%.

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 professional development in the area of language development. This will be provided via the ELL Cohort B sessions as
1.1 well as through vertical alignment groups presenting "best practices" language development strategies and grade level meetings. The two
major PD focus areas will be in improving language through discourse and creating lesson with the gradual release of responsibility.
Progress
Barriers
Next Steps
The staff along with FACES will have parent meetings regarding language development, understanding assessments, and supporting
1.2
academic at home.
Progress
Barriers
Next Steps
1) Teachers will allow for discourse (oral or written) on average every ten minutes and ensure that their lessons have a high cognitive
demand. 2) Teachers will integrate Pathways & Pitfalls into their math instruction to develop academic vocabulary through discourse in a
content area. 3) Intervention support will be provided to students who are in the bottom quartile. 4) Teachers will purposefully plan lessons
1.3
and give common assessments to analyze growth (classroom assessments, MAP, Evaluate, AIMSweb Plus) 5) Teachers will analyze students'
progress through classroom assessments, AIMSweb Plus, MAP, and/or Evaluate. 6) Teachers will implement their SLG's and monitor their
progress. 7) Before school tutoring will be available for students.
Progress
Barriers
Next Steps
1.4
Progress
Barriers
Next Steps
Reduce the overall achievement gap percentage points between highest performing subgroup and lower performing ethnic/racial subgroups in both reading and math.

Reduce the reading proficiency gap between the school's highest performing subgroup (two or more races) and lower performing ethnic/racial subgroup (African American) from 47% to 37%
by 2019 as measured by state assessments.
Reduce the math proficiency gap between the school's highest performing subgroup (two or more races) and lower performing ethnic/racial subgroup (African American) from 35% to 25% by

Status
N/A

Comments:

2.4 Other:

1) Teachers will receive professional development in the area of language development. This will be provided via the ELL Cohort B sessions
as well as through vertical alignment groups presenting "best practices" language development strategies. A major focus of the professional
2.1 development will be improving language instruction through discourse. 2) Teachers will receive professional development in the areas of
developing strong number sense and using discourse to reinforce mathematical concepts. 3) Teachers will implement Pathways & Pitfalls in
their classrooms to develop academic vocabulary and discourse in a content area.
Progress
Barriers
Next Steps
The staff along with FACES will have parent meetings to regarding language development, understanding assessments, and supporting
2.2
reading/writing at home.
Progress
Barriers
Next Steps
1) Teachers will allow for discourse (oral or written) on average every ten minutes and ensure that their literacy lessons have a high
cognitive demand. 2) Intervention support will be provided to students who are in the bottom quartile. 3) Teachers will purposefully plan
2.3 lessons and give common assessments to analyze growth (classroom assessments, MAP, Evaluate) 4) Teachers will analyze students'
progress through classroom assessments, MAP, and/or Evaluate. 5) Teachers will implement their SLG's and monitor their progress. 6)
Before school tutoring will be available for students.
Progress
Barriers
Next Steps
2.4
Progress
Barriers
Next Steps
Increase students' feelings of safety while at recess

The percentage of behavior incidents occurring during recess will decrease from 38% to 25%.
The number of behavior incidents occurring during recess will decrease from 48 to 24.

Status
N/A

Comments:

3.4 Other:

3.1 Teachers will participate in Super Sun PD.
Progress
Barriers
Next Steps
3.2 Have family painting nights
Progress
Barriers
Next Steps
1) Teachers will teach all students the school-wide Super Sun behaviors. 2) Teachers will give Super Sun tickets to students displaying safe,
3.3 responsible, and/or respectful behavior. 3) Students can purchase Super Sun prizes and activities with their Super Sun tickets. 4) Students
identified as potential bullies and victims will attend group counseling lessons and be provided with art therapy opportunities.
Progress
Barriers
Next Steps
3.4
Progress
Barriers
Next Steps
Priority Need/Interventions
Priority Need/Interventions:

Status

Comments:

4.4 Other:

4.1
Progress
Barriers
Next Steps
4.2
Progress
Barriers
Next Steps
4.3
Progress
Barriers
Next Steps
4.4
Progress
Barriers
Next Steps

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Nevada Department of Education Wolfe, Eva ES 2018-2019

Clark County School District

School Performance Plan

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

Superintendent/Assistant Chief: Jesus Jara / Jefferey Hybarger

For Implementation During The Following Years: 2018-2019

The Following MUST Be Completed:

Title I Status: Served

Grade Level Served: Elementary

NCCAT-S: Not Required

Please ensure that the following

Name of Member Position Name of Member Position

COMPONENT I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)

DATA REVIEWED & ANALYZED:

School Data For General Education

☑ General Education ☑ FRL ☑ ELL ☑ IEP ☐ Other

ACTION PLAN MONITORING PLAN

Continuation From Last

Continuation From Last

Continuation From Last

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

☑ General Education ☑ FRL ☑ ELL ☑ IEP ☐ Other

ACTION PLAN MONITORING PLAN

Continuation From Last

Continuation From Last

Continuation From Last

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

☑ General Education ☑ FRL ☑ ELL ☑ IEP ☐ Other

ACTION PLAN MONITORING PLAN

Resources and Amount Needed for

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

COMPONENT II: Inquiry Process & Action Plan Design- Priority

Based on the CNA, identify all that apply:

ACTION PLAN MONITORING PLAN

Resources and Amount Needed for

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

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

COMPONENT III: Budget Plan

COMPONENT IV: REQUIRED ELEMENTS FOR TITLE I SCHOOLS:

APPENDIX A - Professional Development Plan

APPENDIX B - Family Engagement Plan

1.1 Professional Development:

2.1 Professional Development:

3.1 Professional Development:

3.1 Teachers will participate in Super Sun PD.

3.2 Have family painting nights

4.1 Professional Development:

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