SPP

Nevada Department of Education
Perkins, Dr Claude G ES 2015-2016

Clark County School District
School Performance Plan1
School Name
Perkins, Dr Claude G ES
Address (City, State, Zip Code, Telephone):

3700 Shadow Tree St
N Las Vegas, NV 89032, (702) 799-1805
Superintendent/Assistant Chief:
Pat Skorkowsky / Michael Barton
For Implementation During The Following Years:
2015-2016
The Following MUST Be Completed:
Served
Title I Status:
NA
Designation:
Elementary
Grade Level Served:
2 Star
Classification:
Initial
NCCAT-S:
*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
Mrs. Fineout
Mrs. Julie Zambas
Ms. Joyce Melocoton
Mrs. Yesenia Perez
Ms. Donetta Chubbs
Mrs. Lynnette Williams
Last Date Review/Revised By Planning Team - 10/28/2015
Position
Parent
Assistant Principal
Kindergarten Teacher
Second Grade Teacher
Instructional Coach
Third Grade Teacher
Name of Member
Dr. Holly S. Jaacks
Mrs. Cheryl Wion
Ms. Andee Grigsby
Ms. Jeanne Unruh
Mrs. Marie Barker
Mrs. Bree Guia
Page 1
Position
Principal
Early Childhood Teacher
First Grade Teacher
Fourth Grade Teacher
Instructional Coach
Fifth Grade Teacher
Nevada Department of Education - June 2015

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
Statewide Assessments
Formative Assessments Practice
Interim Assessments
Teacher/Administrator Observation Data
Summative Assessments
Other:
Other:
English Language Learner (ELL) Data

Achievement Gap Data
AMAOs/ELPA Analysis
Teacher/Administrator Observation Data
Content/ESL Staffing and Professional Development
NA
Other:
Other:
Special Education Data

Individualized Education Programs (IEP)
Special Ed Staffing and Professional Development
Approaches to Testing Accommodations
Achievement Gap Data
Nevada Alternate Assessment (NAA)
Other:
Other:
Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.
In Reading according to the NPSF, the ELL population decreased in proficiency from 37% to 16% in 2014.The school showed proficiency nearly equal to or exceeding the District and State in the
Asian, Caucasian, and two or more races subgroups. According to the School Growth Summary, ELL students outperformed non-ELL students in MGP Overall proficiency decreased from 53% in
2013 to 48% in 2014. IEP student proficiency increased from 28% in 2013 to 34% in 2014. According to the School Growth Summary, Catch up students increased from 19% in 2013 to 21% in
2014 and Keep Up students remained the same at 62% from 2013.
In Math according to the NPSF, the ELL population decreased in proficiency from 46% in 2013 to 17% in 2014. The IEP population decreased from the 65%ile to the 42%ile and ELL population
decreased from the 45%ile to the 37%ile. The IEP population is performing at the non-IEP population in MGP. Overall proficiency decreased from 57% on 2013 to 46% in 2014. All sub groups all
but two subgroups decreased in proficiency as well. The percent of students Catching Up decreased over a 3 year trend from 30% in 2012 to 21% in 2013 to 15% in 2014.
Page 2

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:
The lower performing students across all demographic groups lack the informational, academic technological vocabulary to succeed at grade level standards. Students in the demographic groups
of African American and the ELL population demonstrate a significant achievement gap over a three year trend analysis in ELA State Assessments. The achievement gap exists in the minority
students catching up as compared to non-minority students according to the School Growth Summary Report.
Measurable Objective 1:
Increase the percent of 3rd grade students proficient in reading from 37.1% to 45.7% by 2016 as measured by state assessments.
Monitoring Status
N/A
ACTION PLAN
Action Step
(please only list one action step
per box)
MONITORING PLAN
Resources and Amount Needed for

Implementation
(people, time, materials, funding sources)
1.1 Professional Development (Required)

Teachers and CTT's will be
provided strategies and teaching
practices to provide students with
ways to verbalize and write
experiential information,
academic, and technological
vocabulary in English Language
Arts.
The resources needed to complete this action

step include, time for collaboration, modeling
and training by the PZ2/Title I Instructional
Coaches, time during PD days, purchasing iPads
and weekly Professional Learning Community
meetings. Funds will combine General Title I,
and PZ2 jointly.
List Artifacts/Evidence of Progress:
List Timeline, Benchmarks, and
Monitoring
Information (Data) that will verify the action step is

in progress or has occurred.
Position Responsible
Status
Continuation From Last Year: Yes

Teacher Anchor charts, Academic Walls,
Accountable Discourse, and Data Walls posted in
classrooms will be evidence of students being
exposed to more academic, technological and
experiential information. Assessment results will
be analyzed with summaries collected by
administration.
NCCAT-S Indicators: 3.7 Professional Development

These steps will occur throughout the
school year. School's Administration will
monitor the frequency and level of
implementation. Teachers will
implement the Anchor Charts,
Academic Walls, Accountable Discourse,
and Data Walls.
On Task
Comments:
Teachers and CTT's have been provided on-going Professional Development.
Page 3

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

Status
1.2 Family Engagement (Required)

Family Reading and Literature nights for
parents and students to show ways to
increase informational texts, academic,
interpreting data, and technological
vocabulary in everyday situations.
Continuation From Last Year:
Title I budget to pay for teachers' time,

materials, and books. Teachers serving as
group facilitators during Family nights.
Family Reading and Literature nights held
3 times a year.
Parents sign in sheets, evaluations,

agendas, sign in sheets, and
attendance records with activities
listed.
NCCAT-S Indicators: 1.1 Vertical Alignment

Reading and Literature nights will be
conducted three times per year. The school's
administration and teachers will ensure that
activities take place and collect evidence
after each event.
On Task
Comments:
Parents are able to view content across the curriculum.
NCCAT-S Indicators: 3.7 Professional

1.3 Curriculum/Instruction/Assessment (Required)

Development
Teachers will continue the higher level

of rigor and discourse in Tier 1
instruction. Teachers will incorporate
data analysis to move their flexible
groups within the school year to meet
the needs of all students. Additional
Tier 2 tutoring will be provided.
The resources needed to complete this action step

include, time for collaboration, modeling and training
by the PZ2/Title I Instructional Coaches, time during
PD days ( Nov., and May), and weekly Professional
Learning Community meeting. Funds will combine
General Title I, and PZ2 jointly. Teachers extra
duty(PASS), extra duty pay (PASS); instructional
materials for Tier 2 tutoring(PASS); collaboration days
(Title 1).

Accountable Discourse, and Data Walls posted
in classrooms will be evidence of students
being exposed to more academic,
technological, and experiential information.
Assessment results will be analyzed with
summaries collected by administration.
Intervention logs, attendance sheets for
before/after school tutoring. PLC meeting
minutes.

school year. School's Administration will
monitor the frequency and level of
implementation. Teachers will
implement the Anchor Charts, Academic
Walls, Accountable Discourse, and Data
Walls. Tutoring attendance sheets,
Administrative observations.
Comments:
Teachers and CTT's have been provided on professional development. Schedule tutoring as needed.
1.4 Other (Optional)
NCCAT-S Indicators:
N/A
Comments:
Page 4
On Task

General Education
FRL
ELL
IEP
Other
Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in both reading and math.
Root Causes:
The lower performing students across all demographic groups lack the informational, technological and academic vocabulary to succeed at grade level standards. Students in the demographic
groups of African American and the ELL population demonstrate a significant achievement gap over a three year trend analysis in ELA and Math State Assessments. The achievement gap exists
in the minority students catching up as compared to non-minority students according to he School Growth Summary Report.
Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 41.8 to 34.5 by 2016 as measured by state assessments.
Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 34.3 to 28.6 by 2016 as measured by state
assessments.
Monitoring Status
N/A
ACTION PLAN
MONITORING PLAN

Action Step
(please only list one action step per box)
Implementation
(people, time, materials, funding
sources)
List Artifacts/Evidence of Progress:
List Timeline, Benchmarks, and
Monitoring
Information (Data) that will verify the action

step is in progress or has occurred.
Position Responsible
Status
NCCAT-S Indicators: 3.7 Professional


Development
Page 5

Teachers and CTT's will be provided strategies and

teaching practices to provide students with ways
to verbalize and write experiential information and
academic vocabulary in Math and English
Language Arts. Teacher collaboration time to
analyze data to determine Tier 2 and Tier 3
students. Teachers will vertically align instruction
in ELA and math, consistently utilizing NVACSaligned materials. PZIC will provide coaching in
implementation and extension of daily rigorous
instruction.
The resources needed to complete this

action step include, time for
collaboration, modeling, and training
by the PZ2 Instructional Coach. Time
during PD days (Nov., and May) and
weekly Professional Learning
Community meetings. Funding will
combine General, Title 1 and PZ2
jointly.
Teachers Anchor charts, Academic Walls,

Accountable Discourse and Data Walls posted in
classrooms will be evidence of students being
exposed to more academic, technological and
experiential information. Assessment results will
be analyzed with summaries collected by
administration. Sign in sheets, agendas, lesson
plans, classroom observations, PLC meeting
minutes.

school year. School's Administration
will monitor the frequency and level
of implementation. Teachers will
implement the Anchor Charts,
Academic Walls, Accountable
Discourse, and Data Walls. Lesson
plan checks. Classroom observationsweekly; Administration.
N/A
Comments:
Teachers and CTT's have been provided on going professinal development.
Action Step
Timeline and Position
Monitoring
Responsible
Status
Continuation From Last

2.2 Family Engagement (Required)
NCCAT-S Indicators: 1.1 Vertical Alignment

Year:
Family Math and Literature nights for parents and students to show
ways to increase informational texts, technological, and academic
vocabulary in everyday situations. parents will be trained in
interpreting assessment data as well as given strategies to help at
home; computer access in the front lobby provides parents a
resource for Infinite Campus and other data sources to access their
student information. Classroom Dojo will be utilized to keep parents
informed.
Title I budget to pay for teachers' time,

materials, and books. Teachers serving as
group facilitators during Family nights.
Family Math and Literature nights held 4
times a year. Teachers, extra duty pay
(PASS), instructional materials for Tier 2
tutoring (PASS).
Parents sign in sheets,

evaluations, and agenda
with activities listed.
Math and Literature nights will be

conducted four times per year. The
school's administration and
teachers will ensure that activities
take place and collect evidence
after each event.
On Task
Comments:
Parents are able to see how the content is aligned through the grades.
2.3 Curriculum/Instruction/Assessment (Required)

Teachers will be provided strategies and
teaching practices to provide students
with ways to verbalize and write
experiential informational,
technological, and academic vocabulary
in English Language Arts and Math.
The resources needed to complete step include,

purchasing iPads, time for collaboration,
modeling and training by the PZ Instructional
Coaches, time during PD days (Nov., and May)
and weekly Professional Learning Community
meeting. Funds will combine General Title I, and
PZ2 jointly.

Accountable Discourse, and Data Walls
posted in classrooms will be evidence of
students being exposed to more academic,
technological, and experiential information.
Assessments results will be analyzed with
summaries collected by administration.
NCCAT-S Indicators: 3.7 Professional Development

These steps will occur throughout the school
year. School's Administration will monitor the
frequency and level of implementation.
Teachers will implement the Anchor Charts,
Academic Walls, Accountable Discourse, and
Data Walls. Lesson plan reviews and classroom
observations-weekly by the Administration.
Comments:
Teachers and Ctt's have been provided ongoing professional development.
Page 6
On Task

NCCAT-S Indicators:
N/A
Comments:
Page 7

General Education
FRL
ELL
IEP
Other
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 district student achievement gap data.
By May, 2016, school based staff will participate in cultural competency training as measured by participation at a staff development training.
Monitoring Status
N/A
ACTION PLAN
MONITORING PLAN
List Artifacts/Evidence of
Action Step
Progress:
Implementation
(please only list one action step per box)
(people, time, materials, funding sources)
Information (Data) that will verify

the action step is in progress or has
occurred.
List Timeline, Benchmarks,
Monitoring
and Position Responsible
Status
NCCAT-S Indicators: 3,7 Professional


Development
Professional Development in Cultural Responsiveness

designed to redefine individual perceptions of others
as expressed through communication and
relationship building to facilitate educational
experiences responsive to student talents, interests
and challenges.
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 2014-2015 school year.
Staff will attend a training on a staff

development day. Participation will
be verified through sign-in sheets.
Responsible Department:
School site Equity and Diversity
Liaison and administration.
Timeline: May, 2016 SDD.
N/A
Comments:
Page 8
Action Step

3.2 Family Engagement (Optional)
Timeline and Position Responsible
Monitoring Status
NCCAT-S Indicators:
N/A
Comments:
3.3 Curriculum/Instruction/Assessment (Optional)
NCCAT-S Indicators:
N/A
Comments:
NCCAT-S Indicators:
N/A
Comments:
Page 9

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
Amount Received for this School
Purposes for which funds are used (include targeted audience, specific
Need/Goal
Year
activities, intended outcomes, etc.)
Applicable Goal(s)
General Budget
$15,000.
Title I Budget
$217,740.00
PASS Grant
ELL Funding
$6000.00
$6000.00
Instructional Supplies, Technology and Technology Supplies

Instructional Supplies, Technology and Technology Supplies, Instructional Coach, Data
Manager, Collaboration times, CTT's.
Tutoring, Licensed Extra Duty Pay, Support Staff Extra Duty Pay.
Summer AcademyTutoring, Licensed Extra Duty Pay,
Page 10
Goals 1 and 2
Goals 1 and 2
Goals 1 and 2
Goals 1 and 2

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.
Dr. Claude G. Perkins ES has the benefit of having a stable staff. All of the teachers are highly qualified and our goal is for teacher retention. In the event we need to hire, we will seek applicants
that are highly qualified as required by having the designation of a Title I School.
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.
Dr. Claude G. Perkins has four family Literacy/Math/Science/Fine Arts nights scheduled throughout the school year. Additional parent meetings include: Parent Meet and Greet, Initial Open House,
Title I Plan Review Night and Parent Teacher Academic Planning Time,
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.).
Most of the early childhood pre-school students currently attending Dr. Claude G. Perkins will transition to our Full Day Kindergarten program. Other early childhood programs are encouraged to
attend our pre-school functions. Sedway Middle School counselors meet with current fifth grade to orient them to middle school offerings. Fifth grade students take a field trip to Sedway MS to
tour the school.
4. Identify the measures that include teachers in decisions regarding the use of academic assessments.
Teachers have access to student assessment data through the Acuity Assessment program, The student data for upper grade assessments can be viewed in many different ways. These include
Grade, class, student and Special Education programs. All of the data can be filtered to provide teachers with student performance by the standards in the content areas of ELA and Math. Other
data available include CORE Phonics Assessment Data, CCSD assessments, AIMSweb, and other data that can be customized.
5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement efforts
The federally funded Title I program enabled C. Perkins ES, along with state and district funds, to provide professional development into areas that we feel have a direct improvement on student
achievement. Teachers will receive professional development through coordinated funds to improve the delivery of experiential and academic vocabulary embedded into current instructional
delivery.
Page 11

APPENDIX A - Professional Development Plan

1.1
Teachers and CTT's will be provided strategies and teaching practices to provide students with ways to verbalize and write experiential information, academic, and technological vocabulary in
English Language Arts.
Goal 1 Additional PD Action Step (Optional)
2.1
Teachers and CTT's will be provided strategies and teaching practices to provide students with ways to verbalize and write experiential information and academic vocabulary in Math and English
Language Arts. Teacher collaboration time to analyze data to determine Tier 2 and Tier 3 students. Teachers will vertically align instruction in ELA and math, consistently utilizing NVACS-aligned
materials. PZIC will provide coaching in implementation and extension of daily rigorous instruction.
3.1
Professional Development in Cultural Responsiveness designed to redefine individual perceptions of others as expressed through communication and relationship building to facilitate educational
experiences responsive to student talents, interests and challenges.
Page 12

APPENDIX B - Family Engagement Plan
1.2
Family Reading and Literature nights for parents and students to show ways to increase informational texts, academic, interpreting data, and technological vocabulary in everyday situations.
Goal 1 Additional Family Engagement Action Step (Optional)
2.2
Family Math and Literature nights for parents and students to show ways to increase informational texts, technological, and academic vocabulary in everyday situations. parents will be trained in
interpreting assessment data as well as given strategies to help at home; computer access in the front lobby provides parents a resource for Infinite Campus and other data sources to access
their student information. Classroom Dojo will be utilized to keep parents informed.
3.2
Page 13

APPENDIX C - Monitoring/Evaluation
Priority Need/Goal 1
Increase Grade 3 proficiency rates in reading.
Measurable Objective(s):
Increase the percent of 3rd grade students proficient in reading from 37.1% to 45.7% by 2016 as measured by state assessments.
Status
N/A
Comments:
1.1
1.2
1.3
1.4
Professional Development: Teachers and CTT's have been provided on-going Professional Development.
Family Engagement: Parents are able to view content across the curriculum.
Curriculum/Instruction/Assessment: Teachers and CTT's have been provided on professional development. Schedule tutoring as needed.
Other:
Mid-Year
1.1
End-of-Year
Teachers and CTT's will be provided strategies and teaching practices to provide students with ways to verbalize and write experiential
information, academic, and technological vocabulary in English Language Arts.
N/A
Family Reading and Literature nights for parents and students to show ways to increase informational texts, academic, interpreting data,
and technological vocabulary in everyday situations.
N/A
Progress
Barriers
Next Steps
1.2
Progress
Page 14

Barriers
Next Steps
1.3
Teachers will continue the higher level of rigor and discourse in Tier 1 instruction. Teachers will incorporate data analysis to move their
flexible groups within the school year to meet the needs of all students. Additional Tier 2 tutoring will be provided.
N/A
Progress
Barriers
Next Steps
1.4
N/A
Progress
Barriers
Next Steps
Page 15

Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in both reading and math.
Reduce the math proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 41.8 to 34.5 by 2016 as measured by state
assessments.
Reduce the reading proficiency gap between the District's highest performing subgroup and lower performing ethnic/racial supergroup from 34.3 to 28.6 by 2016 as measured by state
assessments.
Status
N/A
Comments:
2.1
2.2
2.3
2.4
Professional Development: Teachers and CTT's have been provided on going professinal development.
Family Engagement: Parents are able to see how the content is aligned through the grades.
Curriculum/Instruction/Assessment: Teachers and Ctt's have been provided ongoing professional development.
Other:
Mid-Year
2.1
End-of-Year
Teachers and CTT's will be provided strategies and teaching practices to provide students with ways to verbalize and write experiential
information and academic vocabulary in Math and English Language Arts. Teacher collaboration time to analyze data to determine Tier 2
and Tier 3 students. Teachers will vertically align instruction in ELA and math, consistently utilizing NVACS-aligned materials. PZIC will
provide coaching in implementation and extension of daily rigorous instruction.
N/A
Family Math and Literature nights for parents and students to show ways to increase informational texts, technological, and academic
vocabulary in everyday situations. parents will be trained in interpreting assessment data as well as given strategies to help at home;
computer access in the front lobby provides parents a resource for Infinite Campus and other data sources to access their student
information. Classroom Dojo will be utilized to keep parents informed.
N/A
Progress
Barriers
Next Steps
2.2
Page 16

Progress
Barriers
Next Steps
2.3
Teachers will be provided strategies and teaching practices to provide students with ways to verbalize and write experiential informational,
technological, and academic vocabulary in English Language Arts and Math.
N/A
Progress
Barriers
Next Steps
2.4
N/A
Progress
Barriers
Next Steps
Page 17

Increase the percentage of school-based personnel trained in cultural competency.
By May, 2016, school based staff will participate in cultural competency training as measured by participation at a staff development training.
Status
N/A
Comments:
3.1
3.2
3.3
3.4
Professional Development:
Family Engagement:
Curriculum/Instruction/Assessment:
Other:
Mid-Year
3.1
End-of-Year
Professional Development in Cultural Responsiveness designed to redefine individual perceptions of others as expressed through
communication and relationship building to facilitate educational experiences responsive to student talents, interests and challenges.
N/A
Progress
Barriers
Next Steps
3.2
N/A
Progress
Page 18

Barriers
Next Steps
3.3
N/A
Progress
Barriers
Next Steps
3.4
N/A
Progress
Barriers
Next Steps
Page 19

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Nevada Department of Education

Perkins, Dr Claude G ES 2015-2016

School Performance Plan1

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

Pat Skorkowsky / Michael Barton

For Implementation During The Following Years:

The Following MUST Be Completed:

Grade Level Served:

*1 and 2 Star Schools Only:

Please ensure that the following

Use of Core Instructional Materials

Model School Visits

Last Date Review/Revised By Planning Team - 10/28/2015

Nevada Department of Education - June 2015

Nevada Department of Education

Perkins, Dr Claude G ES 2015-2016

COMPONENT I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)

School Data For General Education

English Language Learner (ELL) Data

Special Education Data

Last Date Review/Revised By Planning Team - 10/28/2015

Nevada Department of Education - June 2015

Nevada Department of Education

Perkins, Dr Claude G ES 2015-2016

Resources and Amount Needed for

1.1 Professional Development (Required)

The resources needed to complete this action

List Artifacts/Evidence of Progress:

List Timeline, Benchmarks, and

Information (Data) that will verify the action step is

Continuation From Last Year: Yes

NCCAT-S Indicators: 3.7 Professional Development

Last Date Review/Revised By Planning Team - 10/28/2015

Nevada Department of Education - June 2015

Nevada Department of Education

Perkins, Dr Claude G ES 2015-2016

Resources and Amount Needed

Timeline and Position Responsible

1.2 Family Engagement (Required)

Continuation From Last Year:

Title I budget to pay for teachers' time,

Parents sign in sheets, evaluations,

NCCAT-S Indicators: 1.1 Vertical Alignment

NCCAT-S Indicators: 3.7 Professional

Continuation From Last Year: Yes

Teachers will continue the higher level

The resources needed to complete this action step

Teacher Anchor charts, Academic Walls,

These steps will occur throughout the

1.4 Other (Optional)

Continuation From Last Year:

Last Date Review/Revised By Planning Team - 10/28/2015

Nevada Department of Education - June 2015

Nevada Department of Education

Perkins, Dr Claude G ES 2015-2016

Based on the CNA, identify all that apply:

Resources and Amount Needed for

List Artifacts/Evidence of Progress:

List Timeline, Benchmarks, and

Information (Data) that will verify the action

NCCAT-S Indicators: 3.7 Professional

Continuation From Last Year: Yes