WCSD

Elmcrest Elementary School

School Performance Plan: A Roadmap to Success

Elmcrest Elementary School 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: Jessica Wilson

School Website: https://www.washoeschools.net/elmcrest

Email: jnwilson@washoeschools.net

Phone: 775-746-5850

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

Our SPP was last updated on November 3, 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
Jessica Wilson	Principal(s) (required)
Ryan Linton	Other School Administrator(s) (required)
Kelly Brenner, Sydney Poremba, Cheryl Jordan	Teacher(s) (required)
Tairen McLinden	Paraprofessional(s) (required)
Katie Furman	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)
Click here to enter text.	Specialized Instructional Support Personnel (if appropriate)
Marina Conner	Counselor

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 http://nevadareportcard.nv.gov/DI/nv/washoe/elmcrest_elementary/2022/nspf/

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
According to SBAC data in Spring 2022, there were 6% fewer students who scored a 1.	SBAC data from Spring 2022 indicated that 29% of students are proficient in ELA however only 4% of English Learners are proficient.
Problem Statement: The students who are English Learners performed one sixth as well as the students who are not in ELA proficiency; 29% of overall students compared to 4% of EL students.
Critical Root Causes of the Problem: The effectiveness of the EL program at Elmcrest.

Student Success
School Goal: In the 2022 Spring SBAC English Learner students will increase proficiency in ELA. Formative Measures: ACCESS testing, WIDA testing and SBAC testing Aligned to Nevada’s STIP Goal: ☐ STIP Goal 1  STIP Goal 2 ☐STIP Goal 3 ☐ STIP Goal 4 ☐ STIP Goal 5
Improvement Strategy: Continue new strategies for EL facilitator to build teacher competency through co-teaching, planning and coaching. Evidence Level: Tier 2 - Moderate Evidence Action Steps: What steps do you need to take to implement this improvement strategy? EL facilitator working with teacher leaders to plan, co-teach and coach. Planning & co-teaching will happen monthly. Use Title 1 funds to provide a part time bilingual interventionist. Analyze ACCESS Data from 2021 to identify specific students who need support and their specific needs. Have teachers identify what success looks like for students receiving EL supports. Resources Needed: What resources do you need to implement this improvement strategy? PLC time for EL facilitator and teacher leaders. Schedule that allows for co-teaching and interventions. Differentiated ELA curriculum provided by the district. Challenges to Tackle: What implementation challenges do you anticipate What are the potential solutions? Implementation Challenge: Working relationships among the teachers Potential Solution: Foster relationships through Professional Development and PLC time Funding: What funding sources can you use to pay for this improvement strategy(ies) associated with this goal? Not needed Lead: Who is responsible for implementing this strategy? EL Facilitator, Administration, Classroom teachers
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: Varying levels of language proficiency Support: EL facilitator coaching and collaborating with teachers Foster/Homeless: Challenge: Lack of housing, trauma, lack of food, lack of stability, lack of transportation Support: Provide breakfast and lunch, Social Worker & Counselor on campus, Food Pantry, transportation support Free and Reduced Lunch: Challenge: Lack of food Support: Free breakfast and lunch provided Migrant: Challenge: n/a Support: n/a Racial/Ethnic Groups: Challenge: Lack of a sense of belonging Support: Hiring diverse staff, encouraging all family engagement through multiple avenues (in person, virtually, through dojo) Students with IEPs: Challenge: Rigorous curriculum and pacing guides. Support: Highly Qualified teachers for students with IEPs, inclusion practices, training for general education teachers, communication 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
Teachers follow standards based Curriculum and provide Tier 1 instruction.	Teachers could grow in the area of engagement and using data to drive their instruction.
Problem Statement: Teachers need to be provided strategies to better teacher Tier 1 instruction for our English Learners.
Critical Root Causes of the Problem: Lack of focused plan for EL facilitator to provide support.

Adult Learning Culture
School Goal: Elmcrest ES will continue to provide classroom teachers with supports and professional learning in order to increase the amount of Tier 1 instruction for English Learners as evidenced by administrative walk-through forms. Formative Measures: Walk-throughs Observational data Aligned to Nevada’s STIP Goal: ☐ STIP Goal 1  STIP Goal 2 ☐STIP Goal 3 ☐ STIP Goal 4 ☐ STIP Goal 5
Improvement Strategy: EL facilitator will plan and co-teach with classroom teachers monthly, to demonstrate strategies to compliment Tier 1 instruction. Evidence Level: Tier 1 - Strong Evidence Action Steps: What steps do you need to take to implement this improvement strategy? Provide PLC time for EL Facilitator to collaborate with Teacher leaders. Provide professional development on EL strategies for all Teachers Resources Needed: What resources do you need to implement this improvement strategy? Leadership meeting EL facilitator EL facilitator training for co-teaching & coaching Instructional supports, curriculum & strategies Teacher leader buy in Walk-through form Challenges to Tackle: What implementation challenges do you anticipate What are the potential solutions? Implementation Challenge: Time constraints and fostering relationship with new EL facilitator. Potential Solution: Elmcrest ES will continue to provide classroom teachers with supports and PLC time to plan with the EL facilitator. Funding: What funding sources can you use to pay for this improvement strategy(ies) associated with this goal? Title 1 funding if needed Lead: Who is responsible for implementing this strategy? EL Facilitator, Administration, Teachers
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: Teachers do not speak the language of some of our EL students. Support: Use of translator tool on technology devices as needed, collaboration with our EL facilitator to support Tier 1 instruction using a combination of home langauge and English if possible. Foster/Homeless: Challenge: Student attendance and transiency is a concern for this population as they do not receive as much Tier 1 instruciton when they are absent often. Support: Elmcrest works with our Children in Transition department to support these families in terms of transportation to and from school. Free and Reduced Lunch: Challenge: Students may come to school hungry and be hungry at home, therefore struggle to focus on Tier 1 instruction. Support: All students at Elmcrst receive free breakfast and lunch. Food boxes are provided on weekends for any family regardless of income. Teachers are aware of the FRL status of our students. Migrant: Challenge: n/a Support: n/a Racial/Ethnic Groups: Challenge: No known challenges at this time for this goal. Support: n/a Students with IEPs: Challenge: Tier 1 instruction is a challenge pace and rigor for students with IEPs, which is why they are on IEPs. Support: Special Educaiton teachers, teacher assistants and teacher aides support students with IEPs. General education teachers follow IEPs to help make tier 1 material more achievable for students with IEPs. Presentation from special educaiton teachers for all staff members to provide strategies to support students. 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
Based on current survey data, every area of the parent survey showed a percentage increase. Most notably, 100% of parents report that there is at least 1 staff member whom they can contact regarding their child’s educaiton, and 100% of parents report that their child has at least 1 staff member their child can confide in.	Based on climate data, 90% of famlies rport they are kept infomed about their child’s ongoing learning and progress.
Problem Statement: Ten percent of families report they are not informed about their child’s ongiong learning and progress.
Critical Root Causes of the Problem: Lack of formalized communication tool and explicit direction from administration how often to communicate.

Connectedness
School Goal: 100% of families will be communicated with regarding their students progress and learning. Formative Measures: Schoolwide commitment to utilizing classdojo. Direct instruction from administration and reminders to communiate with families through email, or class dojo. Aligned to Nevada’s STIP Goal: ☐ STIP Goal 1  STIP Goal 2 ☐STIP Goal 3 ☐ STIP Goal 4 ☐ STIP Goal 5
Improvement Strategy: Consistent FACE liaison and direct instruction from administration to staff regarding communicating progress with families. Evidence Level: Tier 1 - Strong Evidence Action Steps: What steps do you need to take to implement this improvement strategy? Implement expectation for communicaiton with families. Organize events for families Resources Needed: What resources do you need to implement this improvement strategy? FACE Technology training for staff Challenges to Tackle: What implementation challenges do you anticipate What are the potential solutions? Implementation Challenge: Build relationships with families, inaccurate contact Information for families, iransiency Potential Solution: Implement text message availability for ease of communication. Funding: What funding sources can you use to pay for this improvement strategy(ies) associated with this goal? None needed Lead: Who is responsible for implementing this strategy? Administration, Teachers, FACE
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: Families may not speak English Support: ClassDojo has a translation button that families can use to translate messages. The number of families using the translation feature can be tracked for data. Foster/Homeless: Challenge: Due to income, families may not have access to technology to receive the communications. Support: Paper communications go home monthly from central office. On site parent meetings offered once monthly with FACE liaison. Parent teacher conferences in person offered. Free and Reduced Lunch: Challenge: no known challenges for this group and this goal Support: n/a Migrant: Challenge: n/a Support: n/a Racial/Ethnic Groups: Challenge: Cultural differences in regards to forms of communication may present. Support: Consulting with appropriate groups to understand culture when communicaiton occurs. Translation services available if needed. Students with IEPs: Challenge: Overwhelm of communicaiton and meetings for families with students on IEPs Support: Offer multiple ways to receive communicaiton. During IEP meetings, ask parents which kind of communicaiton they prefer, explain as much as possible to the families to help with the amount of communicaiton. 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
Back to School Night	8/11/2022	Parents prefered a less structured event to learn and discuss with staff