school performance planschool performance plan school name lied stem academy address (city, state,...

School Performance Plan

School NameLIED STEM ACADEMY

Address (City, State, Zip Code, Telephone):5350 WEST TROPICAL PARKWAY

NORTH LAS VEGAS, NV 89130, 7027994620

Superintendent/Region Superintendent: Jesus Jara / Grant Hanevold

For Implementation During The Following Years: 2020-2021

The Following MUST Be Completed:

Title I Status: Not_Served

Designation: NA

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 PositionCathy Carreiro Parent Tashia Puana Parent

Derek Fialkiewicz Principal Christie Ford Assistant PrincipalClaire Romzek Teacher Stephanie Kruger Teacher

Lanae Rock Learning Strategist Joni Immerman Behavior InterventionistEmily Brown Student

Nevada Department of Education LIED STEM ACADEMY 2020-2021Clark County School District

Last Date Review/Revised By Planning Team - 02/21/2020 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

Statewide Assessments Achievement Gap Data Individualized Education Programs (IEP)Interim Assessments Time in ELL Program/Projected Time to Proficiency Achievement Gap DataTeacher/Administrator Observation Data Placement (Proficiency Levels) NAFiscal Resources Family Engagement Data NAFamily Engagement Data NA NAOther: Other: Other:Other: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.2016-2017 Smarter Balanced Assessment data for ELA and Math: ELA – 33.33% Pass; Math – 16.57% Pass2017-2018 Smarter Balanced Assessment data for ELA and Math: ELA – 42.73% Pass; Math – 24.09% Pass2018-2019 Smarter Balanced Assessment data for ELA and Math: ELA – 57.77% Pass; Math – 47.19% Pass

SBAC scores show an increase in ELA proficiency and increase in Math proficiency.

Lied STEM Academy is in its second year as a wall-to-wall magnet school located in the northwest area of Las Vegas in the Clark County School District. The current student enrollment is 1362 with 595 and 542 students in Grades 6 and 7, respectively, who all applied for attendance and 220 students in Grade 8 who were grandfathered in. The addition Project-based Learning, more rigorous and student-centered Tier 1 instruction, and ELL professional development has led to an upward trajectory.

Strengths:Implementation of a school-wide, teacher-led, standards-based, project-based curriculum in all subject areas. All students in Grade 6 completed accelerated core classes. After and during school intervention provided for struggling students in reading and mathematics. All of these positively affected student success on the 2018-2019 ELA and Math SBAC as the proficiency rates grew from 42.73% in 2017-2018 to 57.77% in ELA (the 2nd greatest growth of all CCSD middle schools) and from 24.09% in 2017-2018 to 47.19% in 2018-2019 in Mathematics (greatest growth of all CCSD middle schools).

Areas of Need:According to 2018-2019 NSPF data, most ELL students did not meet their target growth on the WIDA.



HOPE 2 Intervention

Focus of Intervention:Students who struggle both academically, based on classroom and assessment data, and behaviorally, based on discipline data, are mentored to increase student achievement and appropriate behaviors. Peers mediate students having conflict with other students to resolve conflicts peacefully.

Monitoring Plan:Students' progress monitoring assessment data and discipline data will be used to monitor the intervention.

Evaluation Plan:Students' classroom grades and discipline data will be used to determine the effectiveness of this intervention.



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:All students will increase proficiency in Mathematics from 47.19% (2019) to 52.47% (2020) to 57.22% (2021) as measured by state summative assessments.

Root Causes:Not all students on campus are exposed to accelerated curriculum in all core areas.

Measurable Objective 1:Increase the level of proficiency of Grade 7 students in math from 28.23% (2019) to 35.41% (2020) to 41.87% (2021) as measured by state summative assessments.

Measurable Objective 2:Increase the level of proficiency of Grade 8 students in math from 36.34% (2019) to 41.81% (2020) to 47.63% (2021) as measured by state summative assessments.

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.Weekly Professional Learning Communities (PLCs) to assist in collaborative planning for both grade level content groups and 6-8 department groups. 2. Increased professional development on the Nevada Academic Content Standards (NVACS) and SBAC item structure.

1.Common-preps built into Contractual Day 2.Data Analysis meetings, teacher collaboration

1. Agendas/Minutes from meetings/Common Assessment Data/Lesson Plans 2. Agendas/Teacher Pre-Post Survey Data

1.Weekly, August-May/Department Chairs and Administrators 2.August-May/principal

N/A

Comments:

Action StepResources and Amount

NeededList Artifacts/Evidence

Timeline and Position

ResponsibleMonitoring Status



1.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1. Providing parenting strategies to encourage parent involvement 2. Invite parents to aid or observe classroom lessons 3. Technology Training

Parent Involvement 1. Calendar 2. Parent Evaluations Administration 1. Monthly 2. Monthly 3. 2x a year

N/A

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1. Staff will receive intensive training in the area of project-based learning and how to utilize it to transition to a student-centered learning environment. 2. Teachers will continue to receive professional development in each area of the NEPF, in order to align lessons to demonstrate evidence needed within each standard. 3. Teachers will collaborate in a vertical alignment in order to lower the achievement gap in all subgroups (including vertical achievement observed in the 6th grade in both reading and math). 4. Student novel sets 5. Accelerated Reader

AR, CSR, Student Books

1-3. Agendas/minutes/lesson plans/student achievement data/observation data 4-6. Evaluation of materials used as supplement

1-3. August-May/Administration 4-6. August-May/Administration/librarian

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 English Learners achieving AGP toward English Language Proficiency from 18.6% to 36% by (2020) as measured by WIDA.

Root Causes:Inconsistent ELL instruction, specifically in writing and speaking.

Measurable Objective 1:Increase the level of at or above 61 threshold of LEP students in Reading from 8% (Fall 2019) to 12.6% (Winter 2020) to 17.2% (Spring 2020) as measured by MAP Reading.

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. Weekly Professional Learning Communities (PLCs) to assist in collaborative planning for both grade level content groups and 6-8 department groups. 2.Professional Development on the Nevada Academic Content Standards (NVACS) and SBAC item structure.

1.Common-preps built into Contractual Day 2.Data Analysis meetings, teacher collaboration

1. Agendas/Minutes from meetings/Common Assessment Data/Lesson Plans 2. Agendas/Teacher Pre-Post Survey Data

1.August-May/Entire school staff and administrators 2.Weekly, August-May/Department Chairs and Administrators 3.August-May/principal 4.August-May/supervising administrators

N/A

Comments:

Action StepResources and

Amount NeededList Artifacts/Evidence

Timeline and Position

ResponsibleMonitoring Status



2.2 Family Engagement (Required)Continuation From Last Year:

YesNCCAT-S Indicators:

1. Anchors Away; Providing parenting strategies to encourage parent involvement 2. Parent University Videos - Unwrapping Standards 3. Technology Training 4. Invite parents to aid or observe classroom lessons

1. Parent Involvement 1. Calendar 2. Parent Evaluations Administration 1. Monthly 2. Monthly 3. 2x a year

N/A

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: 1. Staff will receive intensive professional development in the area of project-based learning and how to utilize it to transition to a student-centered learning environment. 2. Teachers will continue to receive professional development in each area of the NEPF, in order to align lessons to demonstrate evidence needed within each standard. 3. Teachers will collaborate in a vertical alignment in order to lower the achievement gap in all subgroups (including vertical achievement observed in the 7th grade in both reading and math). 4. Fine tune curriculum aligned to NVACS 5. Gizmos

General Budget 1-4. Agendas/minutes/lesson plans/student achievement data/observation data 5-6. Evaluation of materials used as supplement

1-4. August-May/Administration 5.August-May/Administration

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: 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

Year

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

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

Strategic Budget $8,294,346.21 Staffing and Operational Costs Goals 1 and 2Hope 2 $57,000 Behavior Mentor, Peer mediation Goals 1 and 2



Plan for improving the school climate

Goal:Decrease the Chronic Absenteeism rate from 10.67% to 5.0% by 2020 as measured by the NSPF.

Action Plan: How will this plan improve the school climate?Students who are at risk of being considered chronically absent (>10% absence) will receive attendance intervention from the counselors and administration. This includes phone calls home, personal meetings, incentives, etc.

Monitoring Plan: How will you track the implementation of this plan?The Chronic Absenteeism report in DataLab will be used to track the students who need attendance intervention.

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?The Chronic Absenteeism report in DataLab and NSPF will be used to evaluate the plan.



APPENDIX A - Professional Development Plan

1.11.Weekly Professional Learning Communities (PLCs) to assist in collaborative planning for both grade level content groups and 6-8 department groups. 2. Increased professional development on the Nevada Academic Content Standards (NVACS) and SBAC item structure.

Goal 1 Additional PD Action Step (Optional)1.Weekly Professional Learning Communities (PLCs) to assist in collaborative planning for both grade level content groups and 6-8 department groups. 2. Increased professional development on the Nevada Academic Content Standards (NVACS) and SBAC item structure.

2.11. Weekly Professional Learning Communities (PLCs) to assist in collaborative planning for both grade level content groups and 6-8 department groups. 2.Professional Development on the Nevada Academic Content Standards (NVACS) and SBAC item structure.

Goal 2 Additional PD Action Step (Optional)1. Weekly Professional Learning Communities (PLCs) to assist in collaborative planning for both grade level content groups and 6-8 department groups. 2.Professional Development on the Nevada Academic Content Standards (NVACS) and SBAC item structure.

3.1

Goal 3 Additional PD Action Step (Optional)



APPENDIX B - Family Engagement Plan

1.21. Providing parenting strategies to encourage parent involvement 2. Invite parents to aid or observe classroom lessons 3. Technology Training

Goal 1 Additional Family Engagement Action Step (Optional)1. Providing parenting strategies to encourage parent involvement 2. Invite parents to aid or observe classroom lessons 3. Technology Training

2.21. Anchors Away; Providing parenting strategies to encourage parent involvement 2. Parent University Videos - Unwrapping Standards 3. Technology Training 4. Invite parents to aid or observe classroom lessons

Goal 2 Additional Family Engagement Action Step (Optional)1. Anchors Away; Providing parenting strategies to encourage parent involvement 2. Parent University Videos - Unwrapping Standards 3. Technology Training 4. Invite parents to aid or observe classroom lessons

3.2

Goal 3 Additional Family Engagement Action Step (Optional)



APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:All students will increase proficiency in Mathematics from 47.19% (2019) to 52.47% (2020) to 57.22% (2021) as measured by state summative assessments.

Measurable Objective(s):

Increase the level of proficiency of Grade 7 students in math from 28.23% (2019) to 35.41% (2020) to 41.87% (2021) as measured by state summative assessments.Increase the level of proficiency of Grade 8 students in math from 36.34% (2019) to 41.81% (2020) to 47.63% (2021) as measured by state summative assessments.

StatusN/A

Comments:

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

Mid-Year End-of-Year

1.1 1.Weekly Professional Learning Communities (PLCs) to assist in collaborative planning for both grade level content groups and 6-8 department groups. 2. Increased professional development on the Nevada Academic Content Standards (NVACS) and SBAC item structure. In Progress

Progress

Barriers

Next Steps

1.2 1. Providing parenting strategies to encourage parent involvement 2. Invite parents to aid or observe classroom lessons 3. Technology Training In Progress

Progress



Barriers

Next Steps

1.3

1. Staff will receive intensive training in the area of project-based learning and how to utilize it to transition to a student-centered learning environment. 2. Teachers will continue to receive professional development in each area of the NEPF, in order to align lessons to demonstrate evidence needed within each standard. 3. Teachers will collaborate in a vertical alignment in order to lower the achievement gap in all subgroups (including vertical achievement observed in the 6th grade in both reading and math). 4. Student novel sets 5. Accelerated Reader

In Progress

Progress

Barriers

Next Steps

1.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Increase the percent of English Learners achieving AGP toward English Language Proficiency from 18.6% to 36% by (2020) as measured by WIDA.


Increase the level of at or above 61 threshold of LEP students in Reading from 8% (Fall 2019) to 12.6% (Winter 2020) to 17.2% (Spring 2020) as measured by MAP Reading.

StatusN/A

Comments:



2.1 1. Weekly Professional Learning Communities (PLCs) to assist in collaborative planning for both grade level content groups and 6-8 department groups. 2.Professional Development on the Nevada Academic Content Standards (NVACS) and SBAC item structure. In Progress

Progress

Barriers

Next Steps

2.2 1. Anchors Away; Providing parenting strategies to encourage parent involvement 2. Parent University Videos - Unwrapping Standards 3. Technology Training 4. Invite parents to aid or observe classroom lessons In Progress

Progress



Barriers

Next Steps

2.3

1. Staff will receive intensive professional development in the area of project-based learning and how to utilize it to transition to a student-centered learning environment. 2. Teachers will continue to receive professional development in each area of the NEPF, in order to align lessons to demonstrate evidence needed within each standard. 3. Teachers will collaborate in a vertical alignment in order to lower the achievement gap in all subgroups (including vertical achievement observed in the 7th grade in both reading and math). 4. Fine tune curriculum aligned to NVACS 5. Gizmos

In Progress

Progress

Barriers

Next Steps

2.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:


StatusN/A

Comments:



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 planschool performance plan school name lied stem academy address (city, state,...

Documents