Washoe County School District

Verdi Elementary School

School Performance Plan: A Roadmap to Success

Verdi 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: Yuen Fong

School Website: www.washoeschools/verdi

Email: yfong@washoeschools.net

Phone: 1-775-345-8100

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

Our SPP was last updated on November 2, 2021

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
Yuen Fong	Principal(s) (required)
Click here to enter text.	Other School Administrator(s) (required)
Heidi Peterson; Nicole Atkinson; Cami Hawkins; Kathy Warner; Molly Harrison; Lori Draper; Mary Meier; Virginia Howard	Teacher(s) (required)
Heather Cook	Paraprofessional(s) (required)
Jeanine Domoe	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)
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 https://www.washoeshttp://nevadareportcard.nv.gov/DI/nv/washoe/verdi_elementary/2022chools.net/verdi

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
Implementation of Heggerty in k-2 Data driven dicussion in PLCs and MTSS Meetings	Working on extention activity for student who met grade level standards.
Problem Statement: Limited T1 instruction which impacted foundational skills.
Critical Root Causes of the Problem: Limited T1 instruction which impacted foundational skills. Attendance Student engagement Differentiation

Student Success
School Goal: By the next Winter ELA MAP assessment reduce the non-proficient first grade students by 5%. By the next Winter ELA MAP assessment reduce the non-proficient second grade students by 5%. By the next Winter ELA MAP assessment reduce the non-proficient third grade students by 5%. Formative Measures: Fall, Winter & Spring Reading MAP Data 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 work with students in grades first, second and third who are below the 40% tile in MAP (Fall, Winter, & Spring) reading. Intervention Teachers will use Benchmark Intervention materials, Phonics First, and Leveled Literacy Intervention. Evidence Level: Tier 1 - Strong Evidence Action Steps: What steps do you need to take to implement this improvement strategy? ESSER Grant will be used to hire an intervention teacher to work with Tier 2 and 3 students. Tier 2 students will receive 90 minutes per week of intervention. Resource teacher will provide interventions for our Tier 3 students. Tier 3 students will receive 120 minutes per week of interventions. General Ed Teacher will provide Tier 1+ interventions using Benchmark Intervention Materials. Collaborative teams will meet weekly to analyze to discuss assessment and will use data to drive instructional practices. Resources Needed: What resources do you need to implement this improvement strategy? ESSER Grant Phonics First Leveled Literacy Instruction Benchmark Intervention materials School City common/unit assessments/Quick Checks (Grades K/1) ELA curriculum/pacing guides AIMS web ELA MAP (K-3) ELA Essential Standards Grade Level ELLevation Strategies to Support Benchmark Advance Challenges to Tackle: What implementation challenges do you anticipate What are the potential solutions? Implementation Challenge: Consistency with ELA implementation; Time for teachers to administer required Quick Checks (K/1); Student background may influence their success at school; Pandemic has impacted student learning and social/emotional well-being; Student attendance; Potential Solution: Teachers will work in Grade Level PLC to address the implementatin challenges. Funding: What funding sources can you use to pay for this improvement strategy(ies) associated with this goal? ESSAR Grant General Budget Lead: Who is responsible for implementing this strategy? Grade Level Teachers; Intervention Teacher; Learning 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: Language Development. We do not have a site facilator, our Campus EL facilitator is also our LF and is doing the best she can to support our EL students along with her LF responsibilities. Support: Campus ELD SF will work with classroom teachers individually and/or in PLCs to purposefully plan language supports and scaffolds in the classroom. Campus ELD SF will co-teach/model ELLevation strategies in select classrooms. Foster/Homeless: Challenge: Attendence and Trauma. Support: Provide an educational plan to ensure student success. Build relationship with students and families. Implement SEL. Free and Reduced Lunch: Challenge: Assess and Monitoring students are free and reduce lunch. Support: Track data within the free/reduced lunch student population to ensure that all students are identify/address any disparities. Migrant: Challenge: NA Support: NA Racial/Ethnic Groups: Challenge: Cultural Compentancy. Using equity lens when anylizing data. Support: Track formative data across racial groups to measure if any disparities exist during intervention (behavior, academic, social/emotional). Students with IEPs: Challenge: Cultural Compentancy. Using equity lens when anylizing data. Support: Support IEP compliance and ensure that IEP goals/objectives are being met. 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
All grade levels are adminstrating common assessment and using data to drive instructional decision.	Item analysis when looking and school city common assessments.
Problem Statement: School City is a new assessment tool and we need to continue to engage in professional learning opportunities so we can use the assessment to guide instruction. The Benchmark Intervention is also a new tool that we will need to continue to engage in during our professional learning opportunities.
Critical Root Causes of the Problem: Inconsistency with district pacing guide calendars.

Adult Learning Culture
School Goal: 95% of grade level teams will use School City Assessment/MAP Assessment to drive instruction. Formative Measures: School City and PLC Aligned to Nevada’s STIP Goal:  STIP Goal 1  STIP Goal 2 STIP Goal 3 ☐ STIP Goal 4  STIP Goal 5
Improvement Strategy: Learning Facilitator will provide information regarding the implementation of ELA Unit Assessment and Quick Checks Evidence Level: Tier 3 - Promising Evidence Action Steps: What steps do you need to take to implement this improvement strategy? Continue to provide professional learning for the School City assessment portal and Benchmark Intervention resources Use assessment during PLC to drive instruction Align ELLevation Strategies with Benchmark Resources Needed: What resources do you need to implement this improvement strategy? School City Essential Questions District ELA Pacing Guide/Semester Calendar Grade Level ELLevation Strategies to Support Benchmark Advance Guide ELD Facilitator LF Challenges to Tackle: What implementation challenges do you anticipate What are the potential solutions? Implementation Challenge: Quantity of assessments; Narrow assessment windows are leading to teacher's feeling pressured and frustrated; The discrepancy of the pacing guide and semester calendar; Time consuming (data entry); More professional learning is needed surrounding the Benchmark Intervention resources; Potential Solution: Professional Learning and PLC Supoort Funding: What funding sources can you use to pay for this improvement strategy(ies) associated with this goal? ESSAR Grant General Budget Update during SPP Roadmap Development. Lead: Who is responsible for implementing this strategy? Grade Level Teachers; Intervention Teacher; Learning 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: When analyzing School City data during PLC, teachers have to remember to be mindful of the background knowledge that may be needed for our EL students to be successful when taking the School City Assessments. Support: Campus ELD SF will work with classroom teachers individually and/or in PLCs to purposefully plan language supports and scaffolds in the classroom. Campus ELD SF will co-teach/model ELLevation strategies in select classrooms. Foster/Homeless: Challenge: Attendence, Trauma, and Social Emotional Needs. Support: Provide an educational plan to ensure student success. Build relationship with students and families. Implement SEL. Free and Reduced Lunch: Challenge: Assess and Monitoring students who receive free and reduce lunch. Support: Track data within the free/reduced lunch student population to ensure that all students to identify/address any disparities. Migrant: Challenge: NA Support: NA Racial/Ethnic Groups: Challenge: Cultural Compentancy. Using equity lens when anylizing data within our sub groups. Support: Track formative data across racial groups to measure if any disparities exist during intervention (behavior, academic, social/emotional). Students with IEPs: Challenge: Fluidly analyzing data and supporting IEP goals. Support: Support IEP compliance and ensure that IEP goals/objectives are being met by implementing GoalBook 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
School -wide newsletter	Individual classroom weekly or monthly news letter.
Problem Statement: At this time we only have school-wide newletter which is a general newsletter that communicates upcoming events.
Critical Root Causes of the Problem: Current newsletter does not provide grade specific infromation.

Connectedness
School Goal: 85% of our Verdi Staff will send home a weekly or monthly newsletter to create a school and home connectedness. Communications will be online and via paper copy. Formative Measures: Teachers will turn in newletter with ther lesson plan. 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 send out weekly and monthly newsletter to increase school and home connections participation rate. Evidence Level: Tier 1 - Strong Evidence Action Steps: What steps do you need to take to implement this improvement strategy? Teacher will share their new letters with all stakeholders. Resources Needed: What resources do you need to implement this improvement strategy? Class Dojo New Letter Template Technology Challenges to Tackle: What implementation challenges do you anticipate What are the potential solutions? Implementation Challenge: We are aware that all families may not have access to technology to acess the newsletter, so we anticipate we will also have a paper newsletter available. Potential Solution: Comminication will be delivery in different modalities. Funding: What funding sources can you use to pay for this improvement strategy(ies) associated with this goal? General Budget Lead: Who is responsible for implementing this strategy? Update after Strategy Selection
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: Sending home forms of commuication in a varity of native languages. Support: Campus ELD SF will work with EL Department to support two- away home communication for our EL Families. Foster/Homeless: Challenge: Providing differents modes of communication if techonology is not availble. Support: Communicate with families on what the best form of communciate would fit their needs. Free and Reduced Lunch: Challenge: Assess and Monitoring students who are receive free and reduce lunch. Support: Track data within the free/reduced lunch student population to ensure that all students are identify/address any disparities. Migrant: Challenge: NA Support: NA Racial/Ethnic Groups: Challenge: Providing different forms of communication in varity of language and modalities Support: Track formative data across racial groups to measure if communication is effective. Students with IEPs: Challenge: Consisent communication regarding progress towards IEP goals. Support: Support IEP compliance and ensure that IEP goals/objectives are being met. 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 8/18 – 8/25 Parent Conference 10/21 – 10/27 Monthly PFA Meetings	Enter Date	Add lessons learned after each outreach event.