school performance plan · 2019. 11. 22. · school performance plan school name saville, anthony...

School Performance Plan

School NameSaville, Anthony MS

Address (City, State, Zip Code, Telephone):8101 N Torrey Pines Dr

Las Vegas, NV 89131-0209, 7027993460

Superintendent/Region Superintendent: Jesus Jara / Grant Hanevold

For Implementation During The Following Years: 2019-2020

The Following MUST Be Completed:

Title I Status: NA

Designation: TSI

Grade Level Served: Middle School

Classification: 3 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 PositionJulie Cooper Parent Sean Davis PrincipalJill Savage Teacher Jane Christensen Teacher

Jennifer Morley Assistant Principal Yvonne Weisser TeacherSandra Ohman Teacher Danielle Crecco Teacher

Jolynn Watson-Thomas Teacher Paul Donnelly TeacherHalle Hempstead Teacher

Nevada Department of Education Saville, Anthony MS 2019-2020Clark County School District

Last Date Review/Revised By Planning Team - 11/08/2019 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 Achievement Gap Data Special Ed Policies and ProceduresSummative Assessments Placement (Proficiency Levels) Achievement Gap DataTeacher/Administrator Observation Data Content/ESL Staffing and Professional Development Individualized Education Programs (IEP)Fiscal Resources ELL Program Policies and Procedures Availability of Curriculum for IEP StudentsOther: Computer Based Intervention Data Other: Other: Computer Based Intervention DataOther: Growth Percentiles Other: Other: Growth Percentiles

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.OverviewAnthony Saville Middle School is located in Region 1 of the Clark County School District in the Northwest area of Las Vegas. Saville earned 3 stars on the 2018-2019 NSPF.

ELA SBAC Data 16-17 17-18 18-19Overall Proficiency Results 53.14% 52.22% 51.33%Grade 6 57.68% 52.51% 47.79%Grade 7 59.52% 53.14% 54.75%Grade 8 42.08% 51.06% 51.46%The school analyzed the summative data (SBAC) and found the following:Saville's overall proficiency in ELA increased by .4% in the 2018-2019 school year.

Math SBAC Data 16-17 17-18 18-19Overall Proficiency Results 34.24% % 44.67% 39.52%Grade 6 42.13% 41.84% 40.16%Grade 7 42.38% 44.31% 43.64%Grade 8 12.94% 47.60% 34.95%The school analyzed the summative data (SBAC) and found the following:Saville's overall proficiency in Math decreased by 5.15% in 2018-2019 school year.

Positive Trends:2018-2019 overall math SBAC performance was higher than the district level with a proficiency of 39.1% as compared with the district's overall math results of 30.6%.3-year trend data shows an overall increase in math proficiency from 34.2% to 39.1%.

2018-2019 overall ELA SBAC performance was higher than the district level with a proficiency of 50.7% as compared with the district's overall ELA results of 46.5%.The overall ELA SBAC median growth percentile increased from 36 percentile in 2017-2018 to 39 percentile in 2018-2019.

2018-2019 overall science SBAC performance was higher than the district level with a proficiency of 40.1% as compared with the district's overall science results of 34.8%.3-year trend data shows an overall increase in science proficiency from 31.9% to 40.1%.



Areas of Concern:The 2018-2019 overall ELA SBAC median growth percentile of 39 was lower than the district percentile of 49.3-year trend data shows an overall decrease in ELA median growth percentiles from 46 to 39 percentile.

The 2018-2019 overall math SBAC median growth percentile of 48 was lower than the district percentile of 49. In addition, the math median growth percentile declined from 53 percentile in 2017-2018 to 48 in 2018-2019.3-year trend data shows an overall decrease in math median growth percentiles from 49 to 48 percentile.

Subgroup data as measured by TSI/ATSI requirements indicates the Special Education subgroup has underperformed two years in a row in math and ELA proficiency, math and ELA adequate growth percentiles, and closing math opportunity gaps. Subgroup data as measured by TSI/ATSI requirements also indicates the African American subgroup has underperformed two years in a row in math proficiency and closing math opportunity gaps. Subgroup data as measured by TSI/ATSI requirements further indicates the Pacific Islander subgroup has underperformed two years in a row in math median growth percentiles.

Prioritized Needs and Areas of OpportunitySaville participated in a needs assessment during the 18-19 school year. In conversations with our stakeholders we identified the following priorities for improvement: 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.Prioritized needs were addressed in goals and action steps in the 2019-2020 SPP and Saville will continue focusing on increasing student ELA and math proficiency during the 2019-2020 school year.



HOPE 2 Intervention

Focus of Intervention:Success class will work to prevent expulsion/behavior school recommendations by providing supports for students with conflicts and increasing connectedness to school. The STAR-On model will reduce discretionary expulsion/behavior school recommendations by providing an alternative setting at the school that will provide counseling, behavior mentoring, and academic support through small group instruction and continued access to the school's rigorous curriculum.

Monitoring Plan:Success Classes: Student academic progress will be tracked to illustrate the effect of the overall program on their classroom success. Discipline data will be analyzed to evaluate the success of the program. Also, anecdotal evidence collected by student and teacher self-reflections will be used to further evaluate the effectiveness of the program. STAR-On: Student academic progress will be tracked to illustrate the effect of the overall program on their classroom success. Discipline data will be analyzed to evaluate the success of the program. Exit panel interviews to evaluate the effectiveness of the program on individual students. Another vital piece of evidence will be the recidivism rate of students in the program.

Evaluation Plan:Number of referrals for students in Success Class vs. "like" students; number of total suspensions; number of referrals for behavior school/expulsions



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 Median Growth Percentile in ELA from 39% to 50% by 2020 as measured by state summative assessments and reported on the Nevada School Performance Framework.

Root Causes:Inadequate targeted intervention for students with low growth.

Measurable Objective 1:Increase median percentile for students in ELL and POI classes from 15.5% to 21% by January 2020, and to 26% by May 2020, as measured by MAP formative assessments in ELA.

Measurable Objective 2:Increase median percentile for students in CAI classes from 22% to 27% by January 2020, and to 34% by May 2020, as measured by MAP formative assessments in ELA.

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: YesNCCAT-S Indicators: 1.3, 1.6



Period of Intervention (POI) coordination and ongoing progress monitoring. Initial training and ongoing progress monitoring for Computer-Based Intervention (CBI) programs. POI coordination and block planning/training. Content area ELA intervention classes coordination and training/planning. Achieve 3000 professional development (whole staff and intensive class users).

POI progress monitoring (collaboration time.) CBI initial training and progress monitoring (collaboration time). POI planning and strategies reviewed (collaboration time). Professional development on ALCA/instructional strategies (collaboration time). Extended collaboration funded through Strategic Budget and ALCA training funded through ALCA. Achieve 3000 professional development through SBCT, modeling, and extra duty time provided by Achieve 3000.

Training agendas, surveys, data from CBI programs, and Grade-Level Department (GLD) collaboration notes.

Admin/Lead CBI Teacher provide CBI and POI and Content Area Intervention (CAI) training, coordination, and monitoring (SDD-August 2019, weekly GLD collaboration-as needed). In addition, strategist to provide in-class support for 8th grade CAI teachers (bi-weekly). ALCA strategies provided by ALCA Success Advocate/ALCA coordinator (Staff collaboration-as needed). Achieve 3000 professional development by Achieve 3000 for whole staff and intensive users (October and January).

N/A

Comments:SDD = Staff Development Day, CBI = Computer Based Intervention, POI = Period of Intervention, CAI = Content Area Intervention, GLD = Grade Level Department, SBCT = Site-Based Collaboration Time

Action StepResources and

Amount NeededList Artifacts/Evidence Timeline and Position Responsible

Monitoring

Status

1.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Counselors contact for POI, ELL, and CAI class enrollments. Traditional parent-teacher conferences (as needed). Academic progress notification through Infinite Campus and CBI programs.

Materials and scheduling.

Counselor contact and conference records. Infinite campus contact records. RTI files.

Counselors contact parents regarding initial POI, ELL, and CAI class placements (August 2019). RTI coordinator, POI, ELL, and CAI teachers provide grade and CBI progress data quarterly.

N/A

Comments:

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


POI, ELL, and CAI classes, targeted ALCA and intervention strategies, CBI programs for individualized growth-oriented instruction.

POI classes (Built into the Master Schedule via Strategic Budget and SB178). ELL class (1 section built into the Master Schedule via Strategic Budget). CAI classes (1 section of 8th grade World Geo/ELA interventions, 1 section of 8th grade Science/ELA interventions, 1 section of Science 6 co-taught between ELA and science teacher, 1 section of Science 7 co-taught between ELA and science teacher, built into the Master Schedule via Strategic Budget). MobyMax purchased previously, so is not needed for 2019-2020. Achieve 3000 purchased through ELL, SB178, and Strategic Budget. A multi-year Lexia license was purchased previously, so is not needed for 2019-2020.

Master Schedule, CBI program data, observation data (admin/strategist), class grades in ELA, CAI, and POI courses. MAP formative assessment data. SBAC growth data.

Admin/counselors develop Master Schedule including POI, CAI, and ELL classes (August 2019). RTI Coordinator/counselors place students in POI, CAI, and ELL classes (August 2019). Lead CBI teachers/strategist set up CBI (August 2019). POI, ELL, and CAI teachers provide instruction (August 2019-May 2020).

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 Median Growth Percentile in math from 48% to 53% by 2020 as measured by state summative assessments and reported on the Nevada School Performance Framework.

Root Causes:Inadequate targeted intervention for students with low growth.

Measurable Objective 1:Increase median percentile for students in POI classes from 13% to 18% by January 2020, and to 25% by May 2020, as measured by MAP formative assessments in math.

Monitoring Status

N/A


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

2.1 Professional Development (Required)Continuation From Last


Period of Intervention (POI) coordination and ongoing progress monitoring. Initial training and ongoing progress monitoring for Computer-Based Intervention (CBI) programs. POI coordination and block planning/training.

POI progress monitoring (collaboration time.) CBI initial training and progress monitoring (collaboration time). POI planning and strategies reviewed (collaboration time). Professional development on ALCA/instructional strategies (collaboration time). Extended collaboration funded through Strategic Budget and ALCA training funded through ALCA. District provided MAP-Khan Accelerator integration training.

Training agendas, surveys, data from CBI programs, and Grade-Level Department (GLD) collaboration notes.

Admin/Lead CBI Teacher provide CBI and POI and Content Area Intervention (CAI) training, coordination, and monitoring (SDD-August 2019, weekly GLD collaboration-as needed). ALCA strategies provided by ALCA Success Advocate/ALCA coordinator (Staff collaboration-as needed). MAP-Khan Accelerator integration training (Fall).

N/A

Comments:SDD = Staff Development Day, CBI = Computer Based Intervention, POI = Period of Intervention, CAI = Content Area Intervention, GLD = Grade Level Department, SBCT = Site-Based



Collaboration Time

Action StepResources and

Amount NeededList Artifacts/Evidence Timeline and Position Responsible

Monitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Counselors contact for POI class enrollments. Traditional parent-teacher conferences (as needed). Academic progress notification through Infinite Campus and CBI programs.

Materials and scheduling.

Counselor contact and conference records. Infinite campus contact records. RTI files.

Counselors contact parents regarding initial POI class placements (August 2019). RTI coordinator, POI teachers provide grade and CBI progress data quarterly.

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1.3 1.6 POI classes, targeted ALCA and intervention strategies, CBI programs for individualized growth-oriented instruction.

POI classes (Built into the Master Schedule via Strategic Budget and SB178). ALEKS funded by Strategic Budget.

Master Schedule, CBI program data, observation data (admin/strategist), class grades in Math and POI courses. MAP formative assessment data. SBAC growth data.

Admin/counselors develop Master Schedule including POI classes (August 2019). RTI Coordinator/counselors place students in POI classes (August 2019). Lead CBI teachers/strategist set up CBI (August 2019). POI teachers provide instruction (August 2019-May 2020).

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


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 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: NCCAT-S Indicators:



N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: 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 YearPurposes for which funds are used (include targeted audience, specific activities, intended outcomes, etc.)

Applicable

Goal(s)

General Funds (Strategic Budget) $141,418.00

2 sections of POI as part of a regular teaching schedule ($41,080, 2/5 of an average teaching position), 3 sections of POI as a prep buy-out/extended day ($26,860), 2 sections of CAI classes ($41,080, 2/5 of average teaching position), 1 section of ELL as a prep buy-out ($8,524), CBI programs ($16,138 for ALEKS; the cost for Ascend and Lexia are not included this year due to being purchased previously with a multi-year contract), Extra Duty Pay to support collaboration and professional development ($7,736).

Goals 1 and 2

SB178 $208,800.00 Intervention teachers and software Goals 1 and 2



Plan for improving the school climate

Goal:Reduce the percentage of students identified as chronically absent from 13% to 11% as reported by attendance data in Infinite Campus and reported in the NSPF.

Action Plan: How will this plan improve the school climate?The school will implement Positive Behavioral Interventions and Supports (PBIS) over a 3 year period beginning with 2019-2020. The explicit teaching of schoolwide behavioral expectations, tiered supports for students exhibiting negative behaviors, and focus on positive interactions and incentives will reduce the amount of days students miss instruction due to behavior and increase positive student engagement with the school.

Monitoring Plan: How will you track the implementation of this plan?Training notes and records, student discipline and behavior data, surveys, and student attendance data.

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?A reduction of days students miss instruction due to discipline, a reduction in chronically absent students, and improved reports of students feeling safe on campus through the district survey.



APPENDIX A - Professional Development Plan

1.1Period of Intervention (POI) coordination and ongoing progress monitoring. Initial training and ongoing progress monitoring for Computer-Based Intervention (CBI) programs. POI coordination and block planning/training. Content area ELA intervention classes coordination and training/planning. Achieve 3000 professional development (whole staff and intensive class users).

Goal 1 Additional PD Action Step (Optional)

2.1Period of Intervention (POI) coordination and ongoing progress monitoring. Initial training and ongoing progress monitoring for Computer-Based Intervention (CBI) programs. POI coordination and block planning/training.


3.1




APPENDIX B - Family Engagement Plan

1.2Counselors contact for POI, ELL, and CAI class enrollments. Traditional parent-teacher conferences (as needed). Academic progress notification through Infinite Campus and CBI programs.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Counselors contact for POI class enrollments. Traditional parent-teacher conferences (as needed). Academic progress notification through Infinite Campus and CBI programs.


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase the Median Growth Percentile in ELA from 39% to 50% by 2020 as measured by state summative assessments and reported on the Nevada School Performance Framework.

Measurable Objective(s):

Increase median percentile for students in ELL and POI classes from 15.5% to 21% by January 2020, and to 26% by May 2020, as measured by MAP formative assessments in ELA.Increase median percentile for students in CAI classes from 22% to 27% by January 2020, and to 34% by May 2020, as measured by MAP formative assessments in ELA.

StatusN/A

Comments:

1.1 Professional Development: SDD = Staff Development Day, CBI = Computer Based Intervention, POI = Period of Intervention, CAI = Content Area Intervention, GLD = Grade Level Department, SBCT = Site-Based Collaboration Time1.2 Family Engagement:1.3 Curriculum/Instruction/Assessment:1.4 Other:

Mid-Year End-of-Year

1.1Period of Intervention (POI) coordination and ongoing progress monitoring. Initial training and ongoing progress monitoring for Computer-Based Intervention (CBI) programs. POI coordination and block planning/training. Content area ELA intervention classes coordination and training/planning. Achieve 3000 professional development (whole staff and intensive class users).

N/A

Progress

Barriers

Next Steps

1.2 Counselors contact for POI, ELL, and CAI class enrollments. Traditional parent-teacher conferences (as needed). Academic progress notification through Infinite Campus and CBI programs. N/A

Progress



Barriers

Next Steps

1.3 POI, ELL, and CAI classes, targeted ALCA and intervention strategies, CBI programs for individualized growth-oriented instruction. N/A

Progress

Barriers

Next Steps

1.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Increase the Median Growth Percentile in math from 48% to 53% by 2020 as measured by state summative assessments and reported on the Nevada School Performance Framework.


Increase median percentile for students in POI classes from 13% to 18% by January 2020, and to 25% by May 2020, as measured by MAP formative assessments in math.

StatusN/A

Comments:

2.1 Professional Development: SDD = Staff Development Day, CBI = Computer Based Intervention, POI = Period of Intervention, CAI = Content Area Intervention, GLD = Grade Level Department, SBCT = Site-Based Collaboration Time 2.2 Family Engagement:2.3 Curriculum/Instruction/Assessment:2.4 Other:


2.1 Period of Intervention (POI) coordination and ongoing progress monitoring. Initial training and ongoing progress monitoring for Computer-Based Intervention (CBI) programs. POI coordination and block planning/training. N/A

Progress

Barriers

Next Steps

2.2 Counselors contact for POI class enrollments. Traditional parent-teacher conferences (as needed). Academic progress notification through Infinite Campus and CBI programs. N/A

Progress



Barriers

Next Steps

2.3 POI classes, targeted ALCA and intervention strategies, CBI programs for individualized growth-oriented instruction. N/A

Progress

Barriers

Next Steps

2.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:


StatusN/A

Comments:

3.1 Professional Development:3.2 Family Engagement:3.3 Curriculum/Instruction/Assessment:3.4 Other:


3.1 N/A

Progress

Barriers

Next Steps

3.2 N/A

Progress

Barriers



Next Steps

3.3 N/A

Progress

Barriers

Next Steps

3.4 N/A

Progress

Barriers

Next Steps



school performance plan · 2019. 11. 22. · school performance plan school name saville, anthony...

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