Washoe County School District

Sarah Winnemucca Elementary

School Performance Plan: A Roadmap to Success

Sarah Winnemucca Elementary has established its School Performance Plan for the school year. This plan was developed by the school’s continuous improvement (CI) team and informed by a comprehensive needs assessment that included data analysis and meaningful engagement with the school community. It includes the school's goals and process developed during Act 1. The CI team will monitor implementation throughout the school year and evaluate and update the goals at the end of the year.

Principal: Sarah Zabel

School Website: www.washoeschools.net/winnemuccaClick here to enter text.

Email: sarah.zabel@washoeschools.net

Phone: 775-746-5810

School Designations: ☐Title I ☐CSI ☐TSI  TSI/ATSI

Our SPP was last updated on October 17, 2022

School Continuous Improvement Team

The Continuous Improvement Team is made up of a diverse group of school administrators, teachers, staff, caretakers, and students charged with developing, implementing, and evaluating the school’s continuous improvement efforts outlined in the School Performance Plan.

Name	Role
Sarah Zabel	Principal(s) (required)
Dan Marble	Other School Administrator(s) (required)
Jennifer Pursel, Macy Hays, Layla Peterson, Ryana Decasa, Christine Aker-Minetto, Jeff Batrez, Bobby Satmary	Teacher(s) (required)
Click here to enter text.	Paraprofessional(s) (required)
Stephanie Robison	Parent(s) (required)
Click here to enter text.	Student(s) (required for secondary schools)
Click here to enter text.	Tribes/Tribal Orgs (if present in community)
Scott Dubois	Specialized Instructional Support Personnel (if appropriate)
Click here to add additional members.	Click here to add their role.

School Demographics and Performance Information

In compliance with federal and state law, Nevada’s K-12 Accountability Portal provides detailed information about each school’s student and staff demographics and school performance rating, a star-rating system based on the Nevada School Performance Framework (NSPF). You can find our School Rating Report at NSPF Report for SARAH WINNEMUCCA ELEMENTARY - Nevada Accountability Portal (nv.gov)

School Goals and Improvement Plan

The improvement plan on the following pages articulates our goals for the upcoming school year, strategies we will employ to achieve our goals, and other important planning information.

Inquiry Area 1 - Student Success

Student Success
Areas of Strength	Areas for Growth
Communicating Reasoning	Math operations, problem solving, accuracy, explaining thinking
Problem Statement: Students are not yet able to meet benchmarks on SBAC to demonstrate their understanding and accuracy of foundational content and understandings.
Critical Root Causes of the Problem: Students are not solving math problems accurately and/or fluently Students are not writing clearly about their thinking Taking the test on a computer causes student thinking to not transfer accurately/correctly Typing/keyboarding is a challenge for most students (especially in 3rd grade) Content vocabulary is starting to be a focus- not enough time to implement strategies

Student Success
School Goal: By Spring 2023, we will increase overall Math scores in every category by at least 10% Formative Measures: MAP, School City, Envision Quick Checks Aligned to Nevada’s STIP Goal: ☐ STIP Goal 1 ☐ STIP Goal 2 STIP Goal 3 ☐ STIP Goal 4 ☐ STIP Goal 5
Improvement Strategy: Teachers will utilize PLC time to review vocabulary words, and test-taking strategies to focus on schoolwide essential Math standards. Evidence Level: Tier 2 - Moderate Evidence Action Steps: What steps do you need to take to implement this improvement strategy? Determine essential vocabulary for testing (math) Focus on Claim 1 questions Practice Performance tasks Identify specific problems encountered on the test and review in class (1 a week per grade level) Schoolwide focus on explaining thinking in math Have teachers identify ways they will embed this work in their week Have teachers review essential standards and pacing guides in anticipation of test items Review questions on School City tests with students and discuss/model test taking strategies Utilize solving math problems on paper before entering into the computer Model strategies for “explaining their thinking” and then entering it into the computer Students will use a problem solving graphic organizer for word problems Essential standards in math posted and reviewed with students daily Engagement strategies will be implemented to ensure high participation (EL, IEP, MTSS) (Ellevation) Students will be prepared to explain the standards and give examples Strengthen student awareness of their progress on goals Making connections between what they are learning in class and how they will show their knowledge on tests Fidelity to standards, pacing guides, and Benchmark curriculum Tutoring for math (after school) Resources Needed: What resources do you need to implement this improvement strategy? PLC time to review vocab words, essential standards and test taking strategies Essential words lists Examples of types of questions found on tests and a plan to cover a question a week Posters with testing strategies for every classroom (RACE strategy) NCTM website for Problem of the Week questions K-5 Essential standards and pacing guides Collaboration time/PLC for teachers to discuss and plan Learning objectives for math lessons created Ellevation strategies for EL and all students ELLevation curriculum Challenges to Tackle: What implementation challenges do you anticipate What are the potential solutions? Implementation Challenge: Teacher/staff support for this goal (one more thing), Resources for test questions, Time to discuss and plan for school wide resources, and Time to print and distribute POW Potential Solution: Update during SPP Roadmap Development. Funding: What funding sources can you use to pay for this improvement strategy(ies) associated with this goal? Update during SPP Roadmap Development. Lead: Who is responsible for implementing this strategy? Learning Facilitator, teachers, principal, ELL Fac.
Equity Supports: Based on your Data Dive and Root Cause Analysis, what (if any) challenges did you identify for the following student groups specific to this goal? (Consider any resource inequities these student groups face.) What, specifically, will you do to support them to overcome those challenges? English Learners Challenge: Students have difficulty accessing content vocabulary and communicating needs for support Support: ELL Facilitator, monthly Ellevation PD, PBIs Foster/Homeless: Challenge: Attendance, stress, trauma, and extra social emotional needs Support: Weekly SEL lessons in each classroom, Social worker and counselor available to support PBIS, RJ, LF, Dean Free and Reduced Lunch: Challenge: High stress, attendance concerns, and struggling learners Support: SEL lessons, counselor, trauma informed strategies, Ellevation strategies, PBIS, LF, Dean Migrant: N/A Challenge: Update during SPP Roadmap Development. Support: Update during SPP Roadmap Development. Racial/Ethnic Groups: Challenge: Lessons not reflecting them, attendance concerns, struggling learners, language and processing concerns, behavior Support: Culturally responsive teaching and discipline, RJ, movement activities, DOK ¾, hands on, PBIS, LF, Dean, ELL Facilitator Students with IEPs: Challenge: Struggling learners, differentiation, always catching up, pulled out often, SDI correspondence with Tier 1 Support: Resource/strategies staff, ELLevation strategies, visuals, SEL, PBIS, Dean, counselor, social worker Add other student groups as needed. Challenge: Update during SPP Roadmap Development. Support: Update during SPP Roadmap Development.

Inquiry Area 2 - Adult Learning Culture

Adult Learning Culture
Areas of Strength	Areas for Growth
Staff values meeting and collaborating. A member of the leadership team is present for every embedded PLC (K-5)	More time, support and structure to PL
Problem Statement: We are still strengthening our PLC process and building consistency and capacity as a school
Critical Root Causes of the Problem: Structures are not yet in place for data analysis, common agreements, and expectations across PLCs

Adult Learning Culture
School Goal: Teachers will regularly meet in student centered, highly effective and impactful PLCs as evidenced by sign in sheets and note takers. Formative Measures: 7 Stages of Effective PLCs metric, survey, Solution Tree metric Aligned to Nevada’s STIP Goal: ☐ STIP Goal 1  STIP Goal 2 ☐STIP Goal 3 ☐ STIP Goal 4 ☐ STIP Goal 5
Improvement Strategy: Teachers will meet weekly in grade level or vertical PLC teams to discuss student progress, analyze data, and meet individual needs of students Evidence Level: Tier 2 - Moderate Evidence Action Steps: What steps do you need to take to implement this improvement strategy? Focused discussions using current data Notetaking (4 Questions) to encourage academic conversations and review progress TACA Form and item analysis included in the weekly process Agreed upon success indicators Quarterly feedback survey/reflection of process Share process with parents, students and community members Embedded PLC time- 1 hour per week per team during the school day Each team supported by an Instructional Leadership Team member- LF, Dean,Principal or EL Facilitator Resources Needed: What resources do you need to implement this improvement strategy? More staff feedback to guide and strengthen the process Established agenda and plan for PLCs @ Winnemucca The District is using ESSR funds to provide paid collaboration time for teachers Classroom coverage is needed when specials teachers are absent Challenges to Tackle: What implementation challenges do you anticipate What are the potential solutions? Implementation Challenge: 2 meetings a month are now designated for teacher collaboration- which means less opportunity for specific PD and designated PLC time Potential Solution: Embedded PLCs are built into the schedule, so PLCs are consistent each week Funding: What funding sources can you use to pay for this improvement strategy(ies) associated with this goal? Early release Wed.-school Dist. Learning Facilitator-ESSR Funding Dean-ESSR Funding Dist. Paid collaboration time- ESSR Funding Lead: Who is responsible for implementing this strategy? Principal, teachers, Dean, LF, EL Facilitator
Equity Supports: Based on your Data Dive and Root Cause Analysis, what (if any) challenges did you identify for the following student groups specific to this goal? (Consider any resource inequities these student groups face.) What, specifically, will you do to support them to overcome those challenges? English Learners Challenge: Students have difficulty accessing content vocabulary and communicating needs for support Support: Discuss and differentiate for Els during PLCs, create lessons based on language learning, language objectives. ELLevation strategies Foster/Homeless: Challenge: CIT students can have academic, SEL, behavior, and mental health challenges that impact learning and engagement Support: Identify students in PLCs and MTSS and ensure students have basic needs met- physical, emotional and SEL Free and Reduced Lunch: Challenge: High stress, attendance concerns, and struggling learners Support: SEL Lessons, counselor, trauma informed strategies, ELLevation strategies, PBIS,LF, Dean, tutoring Migrant: N/A Challenge: Update during SPP Roadmap Development. Support: Update during SPP Roadmap Development. Racial/Ethnic Groups: Challenge: Lessons not reflecting them, attendance concerns, struggling learners, language and processing concerns, behavior Support: Culturally responsive teaching and discipline, RJ, movement activities, DOK ¾, hands on, PBIS, LF, Dean, ELL Facilitator Students with IEPs: Challenge: Struggling learners, differentiation, always catching up, pulled out often, SDI correspondence with Tier 1 Support: Resource/strategies staff, ELLevation strategies, visuals, SEL, PBIS, Dean, counselor, social worker Add other student groups as needed. Challenge: Update during SPP Roadmap Development. Support: Update during SPP Roadmap Development.

Inquiry Area 3 - Connectedness

Connectedness
Areas of Strength	Areas for Growth
Students reported feeling safe and respected by staff at school	Students reported that they do not have someone at school to talk to about problems, students have trouble communicating their feelings and self-management
Problem Statement: Students are needing support in SEL areas of Self-awareness of emotions and self-management
Critical Root Causes of the Problem: Impacts of teaching and learning during COVID have caused students to need more support academically, socially and emotionally

Connectedness
School Goal: As measured by the School Climate Survey, students will increase their scores on self-awareness and better mangagment of emotions. Formative Measures: Panorama student survey, school-based surveys, student leadershp Aligned to Nevada’s STIP Goal: ☐ STIP Goal 1 ☐ STIP Goal 2 ☐STIP Goal 3 ☐ STIP Goal 4  STIP Goal 6
Improvement Strategy: Implementation of SEL led lessons and strategies Evidence Level: Tier 1 - Strong Evidence Action Steps: What steps do you need to take to implement this improvement strategy? Zones of Regulation refresher/review Posters for each classroom (Zones) Counselor provides weekly SEL lessons in every classroom Weekly video to reinforce SEL Teachers and staff use common language of zones Sanford Harmony lessons school wide PBIS- connect to SEL goals and progress Restorative practices/ community circles PD21st Century-Competencies Learner responsibility rubric- created by students Behavior rubrics/PBIS PBIS review-after each break Student goal setting Resources Needed: What resources do you need to implement this improvement strategy? Panorama survey Continued PD on Restorative Practice Sanford Harmony curriculum Zones of Regulation resources and visuals Staff agreements for consistency Staff Training and support Communication with parents via newsletter and Connect Ed messages Clear Success indicators Challenges to Tackle: What implementation challenges do you anticipate What are the potential solutions? Implementation Challenge: Time for PD, time to implement in classrooms, opportunity for student input and feedback in grades K-4 Potential Solution: Start small and be consistent Funding: What funding sources can you use to pay for this improvement strategy(ies) associated with this goal? Print shop for posters- school budget Lead: Who is responsible for implementing this strategy? Counselor, teachers, support staff, admin. dean
Equity Supports: Based on your Data Dive and Root Cause Analysis, what (if any) challenges did you identify for the following student groups specific to this goal? (Consider any resource inequities these student groups face.) What, specifically, will you do to support them to overcome those challenges? English Learners Challenge: Can have difficulty communicating emotions and needs, barriers to vocabulary, stress Support: Visuals, circles, space to process, EL Facilitator, ELLevations, weekly SEL lessons w/counselor, culturally responsive teaching, Zones of Regulation Foster/Homeless: Challenge: Can have difficulty expressing emotions and needs, trauma, basic needs not being met, attendance, focus and engagement, stress, anxiety Support: Visuals, circles, calming corner, staff support, PBIS, social worker, weekly SEL lessons w/counselor, Dean, Zones of Regulation Free and Reduced Lunch: Challenge: Can have difficulty communicating emotions, needs, basic needs not met, attendance, focus, behavior, stress, trauma Support: Visuals, circles, calming corner, staff support, PBIS, counselor, social worker, Weekly SEL lessons w/counselor, social worker check ins, Zones of Regulation Migrant: N/A Challenge: Update during SPP Roadmap Development. Support: Update during SPP Roadmap Development. Racial/Ethnic Groups: Challenge: May not feel understood, have difficulty expressing emotions, focus, stress, behavior Support: Visuals, circles, calming corner, staff support, PBIS, culturally responsive instruction/consideration, weekly SEL lessons w/counselor, PBIS, family involvement/communication, Dean, student forums Students with IEPs: Challenge: Can have difficulty communicating emotions and needs, focus, behavior, attendance, participation and engagement Support: Visuals, circles, calming corner, staff support, PBIS, CICO, weekly SEL lessons w/counselor, SPED support, Zones of Regulation Add other student groups as needed. Challenge: Update during SPP Roadmap Development. Support: Update during SPP Roadmap Development.

School Community Outreach

This section highlights our school’s deliberate and strategic efforts to engage the broader school community in our continuous improvement efforts by keeping them informed on our progress and learning and eliciting their feedback and perspective.

Outreach Activity	Date	Lessons Learned from the School Community
Leadership Meeting	9/21/2022	Students made growth in both math and ELA in 21-22 In math, students scored highest in Communicating Reasoning, and lowest in Concepts Students need to practice explaining their thinking on a computer Attendance improved All areas on the student climate survey went down. Notably, self regulation and school responsibility are still a focus to work on
Leadership Meeting	10/19/2022	TBD
Parent Meeting (PTO)	11/15/2022	TBD