School Performance Plan

Humboldt County

School District

Resource Link

School Name French Ford Middle School

Address (City, State, Zip Code, Telephone): 5495 Palisade Drive, Winnemucca Nevada 89445

Superintendent/Academic Manager:

Dr. David Jensen

2016-2017

For Implementation During The Following Years:

The Following Checkbox Selections (if applicable) Must Be Completed: Title I Status: Designation:

Served (receives funds) Reward School

Grade Level Served: Classification:

5 Star School

NCCAT-S: *1 and 2 Star Schools Only:

Not Served (does not receive funds)

Elementary 4 Star School

Focus School (Interventions will be attached) Middle

High

3 Star School

Not Required- 4/5 Star Schools

Combined

2 Star School

1 Star School

Initial- 1/2/3 Star Schools

Please ensure that the following documents will be available upon request

Use of Core Instructional Materials

Not Rated Review- 1/2/3 Star Schools 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

Robert Lindsay

Principal

Heidi Fettic

Parent

Michelle Garrison

Dean

Jamie Peterson

Fifth Grade Teacher

Brenna Archibald

Fifth Grade Teacher

Katie Donovan

Sixth Grade Teacher

Ronnie McVey

Sixth Grade Teacher

Last Date Review/Revised By Planning Team:

Nevada Department of Education- May 2013

Dec 2, 2016 Page 1 of 19

French Ford Middle School

COMPONENT I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)

2016-2017

Resource Link

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 Nevada School Performance Framework (NSPF)

English Language Learner (ELL) Data Achievement Gap Data

Special Education Data Achievement Gap Data

Formative Assessment Practice Interim Assessments

Not Applicable Stakeholder Survey Information

Other

Other

Other

District Quarterly Assessments

Other

Other

Other

AdvancED School Diagnostic Review

Summary Statement: Please provide a description for how the analyzed data will impact your Inquiry and Action Planning process. French Ford Middle School embarked on a new journey during the 2015-2016 school year submitting the first of two Turnaround Grants. The first engaged them in a process of a school and administration diagnostic which provide feedback in relation to stakeholder feedback, school performance diagnostic and a site review with associated recommendations. The second Turnaround Grant was written to support areas of need for the 2016-2017 school year. MAP Data Review Reading Fall to Spring Growth Goal attainment In 5th grade, 205 students that tested from fall to spring on the Reading MAP: 95 out of 205 students did not meet their growth goal, 110 out of 205 students met their growth goal In 6th grade, 219 students that tested from fall to spring on the Reading MAP: 97 out of 219 students did not meet their growth goal, 122 out of 219 students met their growth goal MAP Data Review Math Fall to Spring Growth Goal attainment In 5th grade, 224 students that tested from fall to spring on the Math MAP: 98 out of 224 students did not meet their growth goal, 128 out of 224 students met their growth goal In 6th grade, 236 students that tested from fall to spring on the Math MAP: 94 out of 236 students did not meet their growth goal, 142 out of 236 students met their growth goal MAP Data Review Reading Spring Percentile Ranks 5th Grade Breakdown Low (1st-20th)=40 students, Low Avg (21st-40th)=59 students, Avg (41st-60th)= 85 students, High Avg (61st-80th)=18, and High (81st-99th)= 22 students 6th Grade Breakdown Low (1st-20th)=40 students, Low Avg (21st-40th)=44 students, Avg (41st-60th)= 104 students, High Avg (61st-80th)=9, and High (81st-99th)= 36 students Page 2 of 19

HIGH SCHOOL GRADUATION RATES If you serve high school graduating seniors you must fill in the graduation rates for all subpopulations. The following data can be found by clicking here Subpopulation

Notes:

Percentage of Students

Am In/AK Native

Percentage

Asian

Percentage

Black

Percentage

Hispanic

Percentage

Two or More Races

Percentage

Pacific Islander

Percentage

White

Percentage

FRL

Percentage

IEP

Percentage

ELL

Percentage

French Ford Middle School

Resource Link

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 10% of Fifth and Sixth grade students will increase student growth in all percentile rank categories in Reading by 06/01/2017 as measured by cohort comparison of Spring 2016 and Spring Need/ 2017 MAP assessment Goal 1:

-Equitable reading instruction -Reading alignment to standards -Curriculum MAP Root Cause(s) 5th Grade Breakdown Low (1st-20th)=40 students, Low Avg (21st-40th)=59 students, Avg (41st-60th)= 85 students, High Avg (61st-80th)=18, and High (81st-99th)= 22 students 6th Grade Breakdown Low (1st-20th)=40 students, Low Avg (21st-40th)=44 students, Avg (41st-60th)= 104 students, High Avg (61st-80th)=9, and High (81st-99th)= 36 students

Monitoring Status Measurable 10% of Fifth and Sixth grade students will increase student growth in all percentile rank categories in Reading by 06/01/2017 as measured by cohort comparison Objective(s): of Spring 2016 and Spring 2017 MAP assessment .

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

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

MONITORING PLAN List Artifacts/Evidence of Progress: List Timeline, Benchmarks, and Position Information (Data) that will verify the Responsible action step is in progress or has occurred.

Continuation From Last Year 1.1 Professional Development (Required) Development of a needs-based professional 1) PLC Development- Contract with 1) List of training and topics development plan will be Solution Tree (Turnaround Grant funding) 2) Outcomes from each of the trainings devised at the beginning of the school year. 2) PDP Support- Guiding Coalition Focused Topics 3) Survey results from training 1) Professional Learning Communities determining what individual teams need 2) Common Assessments 3) NEPF Standards 4) Multiple Sources of Data

Monitoring Status

NCCAT-S Indicators: PLC/Assessment Training 1) August 24th, Sept. 26th, Oct. 10th, Dec. 5th, Jan. 30th, March 6th

On Task

Comments: Page 4 of 19

Action Step

Resources/Amount Needed

Engage Families in the Reading work: 1) Open House focus- Mission and Vision questions for parents 2) Fall/Spring Conferences- Involve individual parents in their child's reading progress

Artifacts/Evidence

Timeline and Position Responsible

Continuation From Last Year

1.2 Family Engagement (Required)

1) FFMS Staff

1) Sign in sheets 2) Materials used for events

Monitoring Status

NCCAT-S Indicators:

Timeline, Fall 2016, Spring 2017 Responsible: FFMS Teachers FFMS Administrators

On Task

Comments: 1.3 Curriculum/Instruction/Assessment (Required) Professional Learning Community Facilitators will be identified by administration at the beginning of school year. Outcomes in Reading by the end of the year: 1) Curriculum MAP that includes standards, units of study, and a pacing guide for the year 2) Units with Learning Targets and Success Criteria identified 3) Common Formative Assessments for Units Completed

1) PLC Training- Turnaround Grant 2) PLC dedicated schedule (Late Start Thursday/Afternoon Thursday) 3) Guiding Coalition plans 4) School site monitoring 5) PLC Facilitators

Continuation From Last Year 1) Training materials/work completed during PLC Training 2) Examples of PLC team work from 5th/6th- Curriculum MAP work, Unit work , Student work samples

NCCAT-S Indicators: Timeline PLC Training: August 24th, Sept. 26th, Oct. 10th, Dec. 5th, Jan. 30th, March 6th Thursday- AM 7:30-8:30 Every school day Thursday/ P< 3:00-3:45 Every Thursday

On Task

Responsible: FFMS Teachers FFMS Administrators

Comments: 1.4 Other (Optional) A 5th-8th ELA focused team will work with Solution Tree to develop a curriculum guide for the the HCSD district focused on ELA standards

Continuation From Last Year 1) HCSD Teachers- 5th-8th ELA teachers/ subs from Turnaround Grant 2) Solution Tree Proposal and Process 3) Schedule of days

NCCAT-S Indicators:

1) Evidence of discussions during process Timeline 2) Reference materials First semester ( 2 events) Second semester (2 events) Responsible FFMS Cohort of Teachers FFMS Administration

On Task

Comments: Page 5 of 19

French Ford Middle School SCHOOL IMPROVEMENT MASTER PLAN (continued) COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 2

Based on the CNA, identify all that apply:

General Education

FRL

ELL

Resource Link Other

IEP

Priority 10% of Fifth and Sixth grade students will increase student growth in all percentile rank categories in Math by 06/01/2017 as measured by cohort comparison of Spring 2016 and Spring 2017 Need/ MAP assessment . Goal 2:

-Equitable math instruction, Eureka Math implementation with fidelity Root -Alignment to standards/Curriculum MAP. Lack of exposure and understanding of Module studies Cause(s) 5th Grade Breakdown Low (1st-20th)=57 students, Low Avg (21st-40th)=49 students, Avg (41st-60th)= 48 students, High Avg (61st-80th)=45, and High (81st-99th)= 25 students 6th Grade Breakdown Low (1st-20th)=50 students, Low Avg (21st-40th)=53 students, Avg (41st-60th)= 60 students, High Avg (61st-80th)=55, and High (81st-99th)= 18 students

Monitoring Status Measurable 10% of Fifth and Sixth grade students will increase student growth in all percentile rank categories in Math by 06/01/2017 as measured by cohort comparison of Objective(s): Spring 2016 and Spring 2017 MAP assessment .

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

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

2.1 Professional Development (Required) Instructional Rounds 1) PDP PDP will support Math instructional rounds for 2) Walkthrough support/PDP request a small cohort of teachers that want to reflect 3) Unwrapping the module on their practice utilizing the NEPF rubric and evaluating their current curricular materials Grade level teachers will have opportunities to do a Module Study utilizing the Eureka Math materials within the second year of the pilot process.

MONITORING PLAN List Artifacts/Evidence of Progress: List Timeline, Benchmarks, and Position Information (Data) that will verify the Responsible action step is in progress or has occurred. Continuation From Last Year 1) Evident from walkhtroughs 2) Discussion materials 4) Pre/Post reflections

Monitoring Status

NCCAT-S Indicators: Timeline Semester 1 (2 events) Semster 2 (2 events) Responsible FFMS Administration FFMS Cohort of Instructional Rounds Teachers

On Task

Comments: Page 6 of 19

Action Step

Resources/Amount Needed

Artifacts/Evidence

Timeline and Position Responsible

Continuation From Last Year

2.2 Family Engagement (Required) Engage Families in the Math work: 1) FFMS Staff 1) Open House focus- Mission and Vision 2) Conference expectations questions for parents 3) Eureka Math parent materials 2) Fall/Spring Conferences- Involve individual parents in their child's reading progress

1) Samples from conferences 2) Open House presentation and parent feedback

Monitoring Status

NCCAT-S Indicators: Timeline, Fall 2016, Spring 2017 Responsible: FFMS Teachers FFMS Administrators

On Task

Comments: 2.3 Curriculum/Instruction/Assessment (Required) FFMS Teachers will utilize the module study and learning from assessment training to review Eureka Math exit tickets, mid-module and end of module assessments and determine how those may need to be adjusted based on the Unit focus and expected essential standards.

1) PDP 2) Math PLC time

Continuation From Last Year 1) Artifacts of the discussion 2) Samples of revised assessments

NCCAT-S Indicators: Timeline Semester 1 (2 events) Semester 2 (2 events) Responsible FFMS Administration FFMS Cohort of Instructional Rounds Teachers

On Task

Comments: 2.4 Other (Optional)

Continuation From Last Year

NCCAT-S Indicators:

Comments: Page 7 of 19

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

French Ford Middle School

Priority Need/Goal 3 is optional, selection is required: Based on the CNA, identify all that apply:

Not Applicable

Resource Link

Optional

General Education

FRL

ELL

IEP

Other

Priority FFMS Administration will develop and implement a monitoring tool that evaluates the weekly performance of the actions steps within the SPP, the expectations of the Turnaround Grant and Need/ aligns with the NEPF Administrative evaluation as measured by a rubric based Administrative Report Card done weekly. Goal 3:

Root Monitoring structures inconsistent Cause(s)

Monitoring Status Measurable FFMS Administration will develop quarterly smart goals based on performance on the Administrative Report Card results from the previous quarter and achieve Objective(s): a rating of C or higher each quarter. Baseline will be established within the first semester of 2016.

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

Resources and Amount Needed for Implementation

On Task

MONITORING PLAN List Artifacts/Evidence of Progress: List Timeline, Benchmarks, and Position Information (Data) that will verify the Responsible action step is in progress or has occurred.

(people, time, materials, funding sources) Continuation From Last Year 3.1 Professional Development (Required) Administrative Mentor 1) Administrative coach 1) Google folders documenting work A mentor will be contracted to work with FFMS 2) Turnaround funding done during and after visits Administration 2 times a month to develop tools to support data analysis, inform instruction and monitor systems within a school

Monitoring Status

NCCAT-S Indicators: Timeline 25 days within the school year 2 times per month

Responsible FFMS Administration Admin Mentor

On Task

Comments: Page 8 of 19

Action Step

Resources/Amount Needed

Timeline and Position Responsible

Continuation From Last Year

3.2 Family Engagement (Required) Engage Families in the Reading/Math work: 1) Open House focus- Mission and Vision questions for parents 2) Fall/Spring Conferences- Involve individual parents in their child's reading progress

Artifacts/Evidence

1) FFMS Staff 2) Conference expectations

1) Samples from conferences 2) Open House presentation and parent feedback

Monitoring Status

NCCAT-S Indicators: Timeline, Fall 2016, Spring 2017 Responsible: FFMS Teachers FFMS Administrators

On Task

Comments: 3.3 Curriculum/Instruction/Assessment (Required) Develop and implement a monitoring tool that evaluates the weekly performance of the actions steps within the SPP, the expectations of the Turnaround Grant and aligns with the NEPF Administrative evaluation as measured by a rubric based Administrative Report Card done weekly.

1) Sample tools 2) Monitoring schedule

Continuation From Last Year 1) Admin report card- smart goals

NCCAT-S Indicators: Timeline Quarterly progress Weekly monitoring Responsible: FFMS Administration

On Task

Comments: 3.4 Other (Optional)

Continuation From Last Year

NCCAT-S Indicators:

Comments: Page 9 of 19

French Ford Middle School

COMPONENT III: Budget Plan

2016-2017

Resource Link

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 Amount Received for Purposes for which funds are used (include targeted Applicable Priority Need/Goal this School Year audience, specific activities, intended outcomes, etc.) Goal(s) Supplies to assist instruction and learning. These will be general purchases such as paper, supplemental support materials, to support both goals as stated in SPP in both Reading and Math General Budget Supply Instructional

$20,070.00

Goals 1,2

Purchase of support materials particularly for periodicals to support Goal 1 / Reading

General Budget Supply Textbook

$9,000

Goal 1

Technology support and software for both reading and math focus to Goals 1 and 2

General Budget Supply Tech

$5,391.00

Goals 1,2

Library purchases to support reading informational and non-fiction texts purchases

General Budget Supply Library

Turnaround Grant 16-17

$2,916.00

$96,141.78

Goal 1

PLC Facilitators (4 PLC positions) $19,410.00 Subs (208 subs) $19,968.00 Benefits PLC Fac/Subs $2416.66 Admin Mentor (25 days) $30,000 Mastery Connect PD $4,000/Student cost $4,700.00 Solution Tree PD (2) $13,000 Leadership Network $2,67.12

Goals 1,2,3

Page 10 of 19

French Ford Middle School 2016-2017

COMPONENT IV: REQUIRED ELEMENTS FOR TITLE I SCHOOLS:

Resource Link

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.

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.

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.).

4.

Identify the measures that include teachers in decisions regarding the use of academic assessments.

5.

Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement efforts.

Page 11 of 19

French Ford Middle School 2016-2017

1.1

APPENDIX A- Professional Development Plan

Resource Link

Development of a needs-based professional development plan will be devised at the beginning of the school year. Focused Topics 1) Professional Learning Communities 2) Common Assessments 3) NEPF Standards 4) Multiple Sources of Data

Goal 1 Additional PD Action Step (Optional)

Instructional Rounds PDP will support Math instructional rounds for a small cohort of teachers that want to reflect on their practice utilizing the NEPF rubric and evaluating their current curricular materials

2.1

Grade level teachers will have opportunities to do a Module Study utilizing the Eureka Math materials within the second year of the pilot process.

Goal 2 Additional PD Action Step (Optional)

Administrative Mentor A mentor will be contracted to work with FFMS Administration 2 times a month to develop tools to support data analysis, inform instruction and monitor systems within a school

3.1

Goal 3 Additional PD Action Step (Optional)

Page 12 of 19

French Ford Middle School 2016-2017

1.2

APPENDIX B- Family Engagement Plan

Resource Link

Engage Families in the Reading work: 1) Open House focus- Mission and Vision questions for parents 2) Fall/Spring Conferences- Involve individual parents in their child's reading progress

Goal 1 Additional Family Engagement Action Step (Optional)

2.2

Engage Families in the Math work: 1) Open House focus- Mission and Vision questions for parents 2) Fall/Spring Conferences- Involve individual parents in their child's reading progress

Goal 2 Additional Family Engagement Action Step (Optional)

3.2

Engage Families in the Reading/Math work: 1) Open House focus- Mission and Vision questions for parents 2) Fall/Spring Conferences- Involve individual parents in their child's reading progress

Goal 3 Additional Family Engagement Action Step (Optional)

Page 13 of 19

French Ford Middle School 2016-2017

APPENDIX C- Monitoring/Evaluation Priority Need/Goal 1

Priority Need/ 10% of Fifth and Sixth grade students will increase student growth in all percentile rank categories in Reading by 06/01/2017 as measured by cohort comparison of Spring 2016 and Spring 2017 MAP assessment Goal 1:

Status

Measurable Objective(s):

10% of Fifth and Sixth grade students will increase student growth in all percentile rank categories in Reading by 06/01/2017 as measured by cohort comparison of Spring 2016 and Spring 2017 MAP assessment .

Comments:

Mid-Year 1.1

Progress

Barriers

Development of a needs-based professional development plan will be devised at the beginning of the school year. Focused Topics 1) Professional Learning Communities 2) Common Assessments Monitored this plan on 12/2/16 On Track 3) NEPF Standards Solution Tree trainings have occurred monthly and continued onsite PD weekly and PLC team meetings 4) Multiple Sources of Data are in place. Common Asst. Anchor Standard 1 have all been created.

End-of-Year On Task

Trying to find the common ground and ensuring 5th-8th system was created. Trying to meet the needs of the two sites has been difficult with differentiated needs.

Communication with the Guiding Coalition and making adjustments as needed.

Next Steps Page 14 of 19

1.2

Engage Families in the Reading work: 1) Open House focus- Mission and Vision questions for parents 2) Fall/Spring Conferences- Involve individual parents in their child's reading progress

On Task

This action has been achieved.

Progress None

Barriers

Next Steps

1.3

Discussions about a Literacy Night that focuses parents on their child's MAP scores and ways to assist them at home. Possibly in Feb. or March. Planning to invite key stakeholders in January will occur (PLC Facilitators, FFMS Admin, Noel, Leslie, Gail and others onsite.) Professional Learning Community Facilitators will be identified by administration at the beginning of school year. Outcomes in Reading by the end of the year: 1) Curriculum MAP that includes standards, units of study, and a pacing guide for the year 2) Units with Learning Targets and Success Criteria identified 3) Common Formative Assessments for Units Completed On target

On Task

Progress

Barriers

Time5th grade PLC so large and ARL/Subs working with Certified teachers to implement equity in all classrooms Continue the work and support in monthly release days and weekly PLC/PD

Next Steps A 5th-8th ELA focused team will work with Solution Tree to develop a curriculum guide for the the HCSD district focused on ELA standards

1.4

On Task On target

Progress Time to implement and meet to review and revise

Barriers Continue support the implementation

Next Steps Page 15 of 19

French Ford Middle School 2016-2017

APPENDIX C- Monitoring/Evaluation Priority Need/Goal 2

Priority Need/ 10% of Fifth and Sixth grade students will increase student growth in all percentile rank categories in Math by 06/01/2017 as measured by cohort comparison of Spring 2016 and Spring 2017 MAP assessment . Goal 2:

Status

Measurable Objective(s):

10% of Fifth and Sixth grade students will increase student growth in all percentile rank categories in Math by 06/01/2017 as measured by cohort comparison of Spring 2016 and Spring 2017 MAP assessment .

Comments:

Mid-Year 2.1

Progress

End-of-Year

Instructional Rounds PDP will support Math instructional rounds for a small cohort of teachers that want to reflect on their practice utilizing the NEPF rubric and evaluating their current curricular materials Grade level teachers will have opportunities to do a Module Study utilizing the Eureka Math materials within the second year of the pilot process.

On Task

This will begin in January with taking an approach of mentor and mentee along with support from PDP with a small group of teachers in the instructional rounds process.

None

Barriers

Next Steps

PDP requests Planning schedule- This will be addressed at PLC facilitator meeting 12/5.

Page 16 of 19

2.2

Engage Families in the Math work: 1) Open House focus- Mission and Vision questions for parents 2) Fall/Spring Conferences- Involve individual parents in their child's reading progress

On Task

On target

Progress None

Barriers

Next Steps

2.3

Progress

Planning for an academic night with multiple focal areas to support parent involvement March will be the event and planning will begin in January with key district and community stakeholders.

FFMS Teachers will utilize the module study and learning from assessment training to review Eureka Math exit tickets, mid-module and end of module assessments and determine how those may need to be adjusted based on the Unit focus and expected essential standards.

On Task

Training on 12/5 and 12/6 with the support of Title IIa and the Turnaround grant will allow the 5th-8th math teachers to work with Solution Tree on Eureka Math implementation issues and how to make it work within a PLC process.

None

Barriers Continue the work for Jan. 30th and March 6th (release days)

Next Steps

2.4

Progress

Barriers

Next Steps Page 17 of 19

French Ford Middle School

APPENDIX C- Monitoring/Evaluation Priority Need/Goal 3

2016-2017

Priority Need/ FFMS Administration will develop and implement a monitoring tool that evaluates the weekly performance of the actions steps within the SPP, the expectations of the Turnaround Grant and aligns with the NEPF Administrative evaluation as measured by a rubric based Administrative Report Card done weekly. Goal 3:

Status

Measurable Objective(s):

FFMS Administration will develop quarterly smart goals based on performance on the Administrative Report Card results from the previous quarter and achieve a rating of C or higher each quarter. Baseline will be established within the first semester of 2016.

Comments:

FFMS Administration will develop and implement a monitoring tool that evaluates the weekly performance of the actions steps within the SPP, the expectations of the Turnaround Grant and aligns with the NEPF Administrative evaluation as measured by a rubric based Administrative Report Card done weekly.

Mid-Year 3.1

On Task

End-of-Year

Administrative Mentor A mentor will be contracted to work with FFMS Administration 2 times a month to develop tools to support data analysis, inform instruction and monitor systems within a school

On Task

On track- created a tool and utilizing it weekly

Progress None

Barriers Continue the process

Next Steps Page 18 of 19

3.2

Engage Families in the Reading/Math work: 1) Open House focus- Mission and Vision questions for parents 2) Fall/Spring Conferences- Involve individual parents in their child's reading progress

On Task

On target

Progress None

Barriers Continue to plan for March event

Next Steps

3.3

Progress

Develop and implement a monitoring tool that evaluates the weekly performance of the actions steps within the SPP, the expectations of the Turnaround Grant and aligns with the NEPF Administrative evaluation as measured by a rubric based Administrative Report Card done weekly.

On Task

On target Archived in Google

None

Barriers Continue to monitor those weekly

Next Steps

3.4

Progress

Barriers

Next Steps Page 19 of 19