School Performance Plan · In Mathematics, 57% of 6th grade, 55% of 7th grade, and 14% of 8th grade were proficient. The 2017-2018 Nevada School Performance Framework (NSPF) and state

School Performance Plan

School NameLyon, Mack MS

Address (City, State, Zip Code, Telephone):179 S Anderson St

Overton, NV 89040, 7023978610

Superintendent/Region Superintendent: Jesus Jara / Grant Hanevold

For Implementation During The Following Years: 2019-2020

The Following MUST Be Completed:

Title I Status: Not_Served

Designation: TSI

Grade Level Served: Middle School

Classification: 4 Star

NCCAT-S: Initial

*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 Position Name of Member PositionKarleena Landini Parent Syrissa Jolley ParentHannah Hadley Parent Jeanna Mortenson TeacherLindsey Dalley Community Member Kenneth Paul PrincipalAimee Lewis Administrator Dennis jarrel Teacher

Lori Jones Support Staff Avery Jolley Student

Nevada Department of Education Lyon, Mack MS 2019-2020Clark County School District

Last Date Review/Revised By Planning Team - 11/05/2019 Page 1 Nevada Department of Education - June 2017

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 English Language Learner (ELL) Data Special Education Data

Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)Statewide Assessments Placement (Proficiency Levels) Achievement Gap DataInterim Assessments Achievement Gap Data Service Delivery ModelsSummative Assessments Teacher/Administrator Observation Data Individualized Education Programs (IEP)Formative Assessments Practice NA Availability of Curriculum for IEP StudentsOther: SRI Reading Assessment Other: WIDA Other: SRI Reading AssessmentOther: STARS Math Assessment/ MAPS Other: SRI Reading/MAPS/ STARS Assessment Other: STARS Assessment/ MAPS

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.Overview: Lyon Middle School is a 4-star school based on the 18-19 NSPF. Lyon earned 77 out of a possible 100 points.19-20 Demographic dataLyon MS services 427 students. The ethnicity breakdown is as follows: Black .47% Caucasian 77.28% Hispanic 17.33% Multiracial 2.81%Native American 1.87%Native Hawaiian or other Pacific Islander .23%The school supports 10.07% IEP students and 2.43% LEP students.Demographic information pulled from Current Enrollment Visualization in Datalab on 10/30/19

Analysis of Data: The stakeholders analyzed student data from the following sources Nevada School Performance Framework (NSPF), state assessment (SBAC), SBAC Interim Assessments, formal site-Based assessments (SRI & STARS), WIDA (English Language Learners), CRT Science Assessment, and Gap Achievement Reports to identify trends of students achievement and growth measures in Mathematics, Language Arts, and science. The 2016-2017 Nevada School Performance Framework (NSPF) and state assessment (SBAC) data showed an achievement and growth gap between the lowest subgroups Special Education (IEP) and the English Language Learners. The 2016-2017 SBAC scores showed a 50% increase in both ELA and Math for all IEP students. Based on teh 2016-2017 SBAC results, 62% of the 6th grade, 52% of 7th grade, and 51% of 8th grade were proficient in English Language Arts (ELA). In Mathematics, 57% of 6th grade, 55% of 7th grade, and 14% of 8th grade were proficient.The 2017-2018 Nevada School Performance Framework (NSPF) and state assessment (SBAC) data showed Special Education (IEP) subgroup students not making Measured Interim Progress (MIP) or 2018 targets in math achievement proficiency. Only 5.1% of Lyon Middle School's special education population met target of 14.3%. In addition, both Special Education (IEP) and English Language Arts (ELL) subgroup student populations did not reach minimum Adequate Growth Percentiles in math or English Language Arts (ELA). Math special education students were 12.8 percentile ranking of the minimum 15 percentile. English Language Arts special education students were 12.8 percentile ranking of the minimum 32 percentile. Math English Language Learners were 8.3 percentile ranking of the minimum 15 percentile. ELA English Language Learners were 16.6 percentile ranking of the minimum 32 percentile. NOTE: SBAC and WIDA assessments were analyzed by teachers on two consecutive Mondays, October 8th and 15th. Lyon's School Organizational Team (SOT) analyzed SBAC and WIDA as an agenda item in both September and October monthly meetings. Goals and performance plans have been modified as a result. Proficiency data was shared with stakeholders and stakeholder input was obtained. Stakeholder input was then



utilized in determining the goals and action steps outlined in SPP to be implemented in the 2019-2020 school year.

Positive Statements: .The special education population showed an increase in proficiency in both ELA and Math from 2017-2018 to 2018-2019 on the state assessment. Special education ELA proficiency increased from 7.69% in 2017-2018 school year to 12.12% in the 2018-2019 school year, and increased in math from 5.12% in 2017-2018 to 12.12%, in the 2018-2019 school year. The overall growth of all students in 2018-2019 in Mathematics increased from 52.22% in the 2017-2018 school year to 56.01% in the 2018-2019 school year, which is a 3.79% growth. Teachers will continue to provide rich instruction built on rigor and state standards.

Areas of Opportunity: One area of opportunity for growth is chronic absenteeism. In the 2018-2019 school year, the percentage of students chronically absent was 22.9%, which was an increase from 16.1% during the 2017-2018 school year. (This trend is addressed in the Climate goal.) Another area of opportunity for growth is the adequate growth percentile of Special Education students in Math and ELA. The students will be monitored through multiple assessments to track adequate growth to proficiency.

Prioritized Needs: A site-based team completed, analyzed, and summarized results from the Nevada Comprehensive Curriculum Audit for the 2019-2020 school year. The following indicators or elements were considered priority based on index and rubric scores of the audit: 1.2 All instructional staff members deliver the standards-based curriculum to all students. 1.3 All instructional staff members use effective instructional strategies to meet the learning needs of all students. 1.6 All instructional staff members provide students with additional instruction and intervention as needed to improve student achievement. These indicators or elements are incorporated into action steps in the 2019-2020 school performance plan.



HOPE 2 Intervention

Focus of Intervention:N/A

Monitoring Plan:

Evaluation Plan:



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 the percent of all students proficient in ELA from 62.7% to 64% by 2020 as measured by state summative assessments.

Root Causes:Past school-wide focus has been on proficiency achievement and not on whole group, sub-group, or individual growth. This has hindered measurement of actual growth of lowest student subgroup.

Measurable Objective 1:Using SBAC student subgroup data, Special Education students will increase Average Growth Percentile (AGP) in English Language Arts from 12.8 to 32 or higher. Using SBAC student subgroup data, English Language Learners (ELL) students will increase Average Growth Percentile (AGP) in English Language Arts from 16.6 to 32 or higher. Using WIDA student subgroup data, English Language Learners will increase Average Growth Percentile (AGP) in language proficiency from 16.6% to meet or exceed district proficiency level of 32.45%. (This is a flexible goal to meet NDE requirements by 2022)

Monitoring Status

N/A

ACTION PLAN MONITORING PLAN

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

Resources and Amount

Needed for Implementation(people, time, materials, funding

sources)

List Artifacts/Evidence of Progress:Information (Data) that will verify the action

step is in progress or has occurred.

List Timeline, Benchmarks,

and Position Responsible

Monitoring

Status

1.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1.2, 1.3Teachers will participate in the following activities: Identify students and analyze formative data as Professional Learning Communities (PLCs) to monitor, stimulate, and differentiate instruction to meet the needs of all students. English Language Learner PD sessions and ALCA-M Instructional Rounds.

Site-based Collaboration, SRI and System 44 data analysis, and PD funded by the site.

Agenda, lesson plans, administrator observations, classroom observations, teacher observation, training attendance, and analyzed data.

Key Person Responsible to Monitor: Principal CCSD site-based collaboration days; teachers, administrators, CPD

N/A

Comments:



Action StepResources and

Amount NeededList Artifacts/Evidence

Timeline and Position

Responsible

Monitoring

Status

1.2 Family Engagement (Required)Continuation From Last Year:

YesNCCAT-S Indicators:

Infinite Campus Parent Portal Parent Link phone calls Parent teacher Conferences - as needed Progress Reports School correspondence bilingual Open House - August Monthly Parent Association Meeting Monthly Site-based Organizational Team Google Classroom Post School Performance Plan posted on the school website. School Website Social media

Organized groups and funding already in place.

Newsletter, school website, agendas/minutes, Google Classroom

Key Person Responsible to Monitor: Counselor Parent - Teacher conferences - as needed August - Open House

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required)Continuation From Last

Year: YesNCCAT-S Indicators: 1.2, 1.3, 1.6

ELA instruction in a block schedule, System 44 for differentiating instruction, and after-school tutoring available for all students. Teachers will use PLC's to analyze SRI data to meet the needs of all students. *Student Assessment summative and formative data will be tracked by individual teacher for each Special Education and English Language Learner. This data will be shared and used during SBCT to analyze and improve instruction. *Teachers will share best practices and barriers at ELL follow-up sessions. Teachers will embed the ELL PD strategies into instruction.

Blocked master schedule System 44; after school tutoring, PLC's ELL Department SSA Advocate Funding: Site-funded

WIDA data, SRI benchmark data, lesson plans, observations; PLC agenda notes; SBAC data

Key Person Responsible to Monitor: Principal Whole School Year; SSA advocate, administration Monthly; PLC's - administration

N/A

Comments:

1.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: N/A

Comments:




Based on the CNA, identify all that apply:☑ General Education ☑ FRL ☑ ELL ☑ IEP ☐ Other

Priority Need/Goal 2:Increase the percent of all students proficient in math from 55.3% to 56% by 2020 as measured by state summative assessments.

Root Causes:According to data analysis, there was inconsistent Tier I instruction with story problem strategies and lack of vertical alignment in the math department.

Measurable Objective 1:Special Education students will increase proficiency in math from 10.8% to 17.26% by 2020 as measured by state summative assessments. (This is a flexible target calculated to meet the NDE requirements by 2022) Increase the percent of Special Education students meeting Adequate Growth Percentile in math from 19.3% to 21.23% by 2020 as measured by state summative assessments and reported on the Nevada School Performance Framework.

Monitoring Status

N/A



Resources and Amount

Needed for Implementation(people, time, materials,

funding sources)

List Artifacts/Evidence of Progress:Information (Data) that will verify the

action step is in progress or has occurred.

List Timeline, Benchmarks, and

Position Responsible

Monitoring

Status

2.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1.2, 1.3Teachers will engage in PLC data analysis, vertical alignment, and monthly PLC meetings; content instructional strategies. *English Language Learner PD sessions from a site-based expert teacher. ALCA-M Instructional Rounds.

STAR math and IXL- Strategic budget SBCT- ELL Department

Agenda, lesson plans, administrator observations, PLC observation, PLC minutes/agenda

August 2019- May 2020 Key Person to Monitor: Admin. Monthly PLC trainings, Quarterly formative assessment (STARS)

N/A

Comments:



Action StepResources and

Amount NeededList Artifacts/Evidence Timeline and Position Responsible

Monitoring

Status

2.2 Family Engagement (Required)Continuation From Last

Year: YesNCCAT-S Indicators:

Infinite Campus Parent Portal Parent Link phone calls Parent teacher Conferences - as needed School correspondence bilingual - as needed Open House - August Teacher websites/Google Classroom Parent Association Meetings Site-based Organizational Team School Website Quarterly Progress Reports School Newsletter SOT

Back to School Night,

Sign-ins, newsletter, agendas, and school website

August 2019- May 2020 Key Person to Monitor: Counselor, School Website: Digital Coach SSA teacher, administration, PLC's meet monthly - administration

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required)Continuation From Last Year:

YesNCCAT-S Indicators: 1.2, 1.3, 1.6

Teachers will use Khan Academy, assessments for differentiating instruction to meet students' needs. 6th grade math is a block schedule. After school math tutoring is provided for all students. Teachers engage in monthly PLCs to address vertical alignment, data analysis, instructional strategies, and content standards. A credit retrieval course will be included in master schedule. Teachers will embed English Language Learner strategies into their daily instruction. Teachers will share best practices and barriers at follow-up sessions.

Teachers, counselor, administration Tutoring- Strategic STARS Math Assessment, IXL -Strategic ELL Department

Lesson plans, assessments, administrative observations, class schedules, transcripts, agendas from PLC, STAR Math data, Khan Mastery Data

August 2019- May 2020 Key Person to Monitor: Admin. Dean of Students Tutoring- Sept-May Three times/year STAR Math teachers, admin, counselors

N/A

Comments:


Comments:




Based on the CNA, identify all that apply:☐ General Education ☐ FRL ☐ ELL ☐ IEP ☐ Other

Priority Need/Goal 3:

Root Causes:.

Monitoring Status

N/A



Resources and Amount Needed for

Implementation(people, time, materials, funding sources)

List Artifacts/Evidence of Progress:Information (Data) that will verify the action step is in

progress or has occurred.

List Timeline, Benchmarks, and

Position ResponsibleMonitoring Status

3.1 Professional Development (Required) Continuation From Last Year: NCCAT-S Indicators: N/A

Comments:

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

3.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators:



N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: N/A

Comments:


Comments:



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

Need/Goal

Amount Received for this School

Year

Purposes for which funds are used (include targeted audience, specific

activities, intended outcomes, etc.)Applicable Goal(s)

Strategic Budget $90,000.00 Supplies and Services that are specifically aligned to Goals. Itemized Budget aligned to each goal. Goals 1 and 2

Social Worker Grant $60,000.00 Provide increased wrap-around services at site four days a week. State grant funded. Goals 1 and 2

SB178 $34,800.00 Prep buy-outs Goals 1 and 2ELL Grant $2,134.00 Tutoring for ELL Students Goals 1 and 2



Plan for improving the school climate

Goal:Reduce the percentage of students identified as chronically absent from 22.8% to 20.5% as reported by attendance data in Infinite Campus and reported in the Nevada School Performance Framework (NSPF).

Action Plan: How will this plan improve the school climate?When students miss instruction due to being absent, it has a negative effect on student achievement, classroom environment, and school culture. As evidenced by Datalab and Infinite Campus, Lyon MS will decrease the percentage of students absent.

Monitoring Plan: How will you track the implementation of this plan?Infinite Campus will be monitored by the attendance clerk for chronically absent students. Implement a school-wide attendance incentive program administered by the AP of the Lyon MS.

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?As evidenced by Datalab and Infinite Campus, Lyon MS will decrease the percentage of students absent.



APPENDIX A - Professional Development Plan

1.1Teachers will participate in the following activities: Identify students and analyze formative data as Professional Learning Communities (PLCs) to monitor, stimulate, and differentiate instruction to meet the needs of all students. English Language Learner PD sessions and ALCA-M Instructional Rounds.

Goal 1 Additional PD Action Step (Optional)

2.1Teachers will engage in PLC data analysis, vertical alignment, and monthly PLC meetings; content instructional strategies. *English Language Learner PD sessions from a site-based expert teacher. ALCA-M Instructional Rounds.


3.1




APPENDIX B - Family Engagement Plan

1.2Infinite Campus Parent Portal Parent Link phone calls Parent teacher Conferences - as needed Progress Reports School correspondence bilingual Open House - August Monthly Parent Association Meeting Monthly Site-based Organizational Team Google Classroom Post School Performance Plan posted on the school website. School Website Social media

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Infinite Campus Parent Portal Parent Link phone calls Parent teacher Conferences - as needed School correspondence bilingual - as needed Open House - August Teacher websites/Google Classroom Parent Association Meetings Site-based Organizational Team School Website Quarterly Progress Reports School Newsletter SOT


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase the percent of all students proficient in ELA from 62.7% to 64% by 2020 as measured by state summative assessments.

Measurable Objective(s):

Using SBAC student subgroup data, Special Education students will increase Average Growth Percentile (AGP) in English Language Arts from 12.8 to 32 or higher. Using SBAC student subgroup data, English Language Learners (ELL) students will increase Average Growth Percentile (AGP) in English Language Arts from 16.6 to 32 or higher. Using WIDA student subgroup data, English Language Learners will increase Average Growth Percentile (AGP) in language proficiency from 16.6% to meet or exceed district proficiency level of 32.45%. (This is a flexible goal to meet NDE requirements by 2022)

StatusN/A

Comments:

1.1 Professional Development:1.2 Family Engagement:1.3 Curriculum/Instruction/Assessment:1.4 Other:

Mid-Year End-of-Year

1.1Teachers will participate in the following activities: Identify students and analyze formative data as Professional Learning Communities (PLCs) to monitor, stimulate, and differentiate instruction to meet the needs of all students. English Language Learner PD sessions and ALCA-M Instructional Rounds.

Progress

Barriers

Next Steps

1.2Infinite Campus Parent Portal Parent Link phone calls Parent teacher Conferences - as needed Progress Reports School correspondence bilingual Open House - August Monthly Parent Association Meeting Monthly Site-based Organizational Team Google Classroom Post School Performance Plan posted on the school website. School Website Social media

Progress



Barriers

Next Steps

1.3

ELA instruction in a block schedule, System 44 for differentiating instruction, and after-school tutoring available for all students. Teachers will use PLC's to analyze SRI data to meet the needs of all students. *Student Assessment summative and formative data will be tracked by individual teacher for each Special Education and English Language Learner. This data will be shared and used during SBCT to analyze and improve instruction. *Teachers will share best practices and barriers at ELL follow-up sessions. Teachers will embed the ELL PD strategies into instruction.

Progress

Barriers

Next Steps

1.4

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Increase the percent of all students proficient in math from 55.3% to 56% by 2020 as measured by state summative assessments.


Special Education students will increase proficiency in math from 10.8% to 17.26% by 2020 as measured by state summative assessments. (This is a flexible target calculated to meet the NDE requirements by 2022) Increase the percent of Special Education students meeting Adequate Growth Percentile in math from 19.3% to 21.23% by 2020 as measured by state summative assessments and reported on the Nevada School Performance Framework.

StatusN/A

Comments:



2.1 Teachers will engage in PLC data analysis, vertical alignment, and monthly PLC meetings; content instructional strategies. *English Language Learner PD sessions from a site-based expert teacher. ALCA-M Instructional Rounds.

Progress

Barriers

Next Steps

2.2Infinite Campus Parent Portal Parent Link phone calls Parent teacher Conferences - as needed School correspondence bilingual - as needed Open House - August Teacher websites/Google Classroom Parent Association Meetings Site-based Organizational Team School Website Quarterly Progress Reports School Newsletter SOT

Progress



Barriers

Next Steps

2.3

Teachers will use Khan Academy, assessments for differentiating instruction to meet students' needs. 6th grade math is a block schedule. After school math tutoring is provided for all students. Teachers engage in monthly PLCs to address vertical alignment, data analysis, instructional strategies, and content standards. A credit retrieval course will be included in master schedule. Teachers will embed English Language Learner strategies into their daily instruction. Teachers will share best practices and barriers at follow-up sessions.

Progress

Barriers

Next Steps

2.4

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:


StatusN/A

Comments:



3.1

Progress

Barriers

Next Steps

3.2

Progress

Barriers



Next Steps

3.3

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps



Documents

School Performance Plan · In Mathematics, 57% of 6th grade, 55% of 7th grade, and 14% of 8th grade were proficient. The 2017-2018 Nevada School Performance Framework (NSPF) and state