The Washoe County School District continues to grow and so do our goals for ensuring that all 62,000 WCSD students are receiving a high-quality education. We’re at an exciting point in our history, with three new schools opening in the 2019-2020 school year and many more on the horizon. And while we’ve made significant improvements to academics and operations over the years, we know how much work remains to be done to make WCSD the best education system it can be.

This strategic plan – Envision 2020 Investing in our Future – has been updated annually to reflect changing conditions in the world our students will inherit and lead. This latest update challenges us to build upon our past successes and review areas that need improvement to ensure that all of our students are prepared for college, military service, or highly skilled careers. This publication is also available on our website: www.washoeschools.net.

We have updated our goals around academics, community engagement, school safety, operations, and recruiting and retaining highly-trained staff. We have also included defined measurable goals and annual targets to ensure that we never stop improving, never stop stretching, and never stop challenging ourselves and our students to achieve all we possibly can. Successfully implementing the goals and objectives in Envision WCSD 2020 – Investing In Our Future will help further our efforts toward achieving our goal of “Every Child, By Name and Face, To Graduation.”



To ensure annual student academic growth through a system of curriculum, instruction, and assessment that is aligned, rigorous, and relevant. Instruction will be designed to meet the needs of every child in our diverse student population.

Objective 1.1: Provide and continuously improve rigorous and relevant curriculum, instruction, and assessment practice for all students.

1.1.1 - Graduation Rates: Increase in graduation rates on annual bases.
1.1.2 - Smarter Balanced Assessments (Math & ELA) Percent Proficient: Increase in percentage of students "Meeting Standard"; 3% gain annually through 2021.
1.1.3 - State Science Assessments Percent Proficient: Increase in percentage of students "Meeting Standard"; establish baseline in November 2017.
1.1.4 - Percent of students attaining sufficient core credits through 10th grade.
1.1.5 - Ninth Grade Course Failure: Percent failing one or more courses; establish baseline with 2019-2020 ninth graders.

1.1.1 - Graduation Rates: Increase in graduation rates on annual bases.
Year 2016 2017 2018 2019 2020
Graduates 3608 3916 3980 4064 4131
Final Adjusted Cohort 4708 4662 4716 4723 4854
Graduation Rates 77% 84% 84% 86% 85%
Areas of Success Barriers
• 50% of the class of 2020 graduated with Advanced / Honors / CCR Diplomas
• Strong systems meeting with school administration and counseling to monitor gradation data. Develop specific student plans to help students who are off-track.
• Student graduation Advocates (SGAs) and Family Graduation Advocates (FGAs) work with specific student groups and families to monitor progress and motivate persistence
• Intervention staff support schools throughout year in reengagement efforts
• Devices deployed to seniors as quickly as possible in order to facilitate intervention and other work to acquire needed credits for graduation
• Schools were able to have great graduation celebrations despite the pandemic!
• Challenges of the pandemic make mentoring and intense support more difficult
• SGAs, FGAs, and Reengagement staff student / family contacts were impacted by virtual format
• Spring 2020 and Summer 2020 intersessions were conducted virtually which was problematic for some students and staff

1.1.2 - Smarter Balanced Assessments (Math & ELA) Percent Proficient: Increase in percentage of students "Meeting Standard"; 3% gain annually through 2021.

*Due to federal assessment and accountability waivers, there are no Smarter Balanced data to report for this metric.*

Areas of Success Barriers
• Waiver that allowed for flexibility to help focus on most important student/family needs during pandemic
• Piloting of district-wide common assessment with Acceleration Schools to better assess grade level learning
• Began PLC focus developing common formative assessments to help better information academic strengths and areas of remediation
• Students were not in school to take the test, which led to a lack of data to help identify academic strengths and areas of focus along with additional support
• Less time to solidify essential standards and grade level common assessments due to different learning contexts and efforts to best support student and families' immediate needs during the pandemic
• Absenteeism and consistent instructional minutes

1.1.3 - State Science Assessments Percent Proficient: Increase in percentage of students "Meeting Standard"; establish baseline in November 2017.

*Update coming soon! Please refer to the Board of Trustees Bridge Year Reporting Schedule near the top of the page to find out when an update for this measure will be available.*


1.1.4 - Percent of students attaining sufficient core credits through 10th grade.
Measure 18-19 19-20
Percent Attaining Sufficient Core Credits through 10th Grade 64% 70%
Areas of Success Barriers
• School level Multi-Tiered System of Supports teams meeting to identify students who need support as they transition from grade 9 to grade 10; and ongoing counseling supports reinforcing and revising individualized graduation plans
• Meet with school administration and couseling to monitor core credit attainment at all grade levels
• Develop specific student plans to help credit deficit students
• Seat time requirements and the structure of high school can create barriers to effective delivery of individualized student interventions
• With no new learning in the 4th quarter, we have a need to develop effective ways to cover missing content this school year
• Barriers presented by differing learning contexts (hybrid vs. distance; Edgenuity vs classroom instruction) may lead to differing standards coverage

1.1.5 - Ninth Grade Course Failure: Percent failing one or more courses; establish baseline with 2019-2020 ninth graders.
Measure 18-19 19-20
Percent of Students Failing One or More Core Courses During Ninth Grade 23.4% 24.6%
Areas of Success Barriers
• Counseling efforts aimed at individualized graduation plans and freshman seminars build momentum and sustained support for freshman as they acculturate to the high school experience
• Increased vertical focus and planning to help ensure mastery of prioritized standards prior to ninth grade
• Our rate is lower than the Council of Great City Schools median rate of 32%. WCSD is just above the best quartile for overall performance
• Transition from middle school to high school can be very challenging for students especially if the continuity of information from middle school to high school is lacking or missing
• Essential standards vs. scope and sequence to help improve efficiency of instruction
• Transition to high school for many of this year's ninth graders has been made more difficult due to the pandemic
Objective 1.2: Close opportunity gaps through culturally competent practices, effective strategies, and Multi-Tiered Systems of Supports to meet the needs of English Learning students, Special Education Students, students impacted by poverty, and all race/ethnic student groups.

1.2.1 - Reduction in achievement gaps: Specific three-year targets with annual milestones will be set for each student population to ensure gap-closing pace on the following measures: Smarter Balanced "Meeting Standard" rates, overall Math and ELA, and grade three reading; Four-Year cohort graduation rates; and AP/IB and/or Dual Credit attainment rates.
1.2.2 - Increase the English Learner exist rate by 5th grade as measure by ELPA, which assesses the academic language development in each of the four domains of language and achievement.

1.2.1 - Reduction in achievement gaps: Specific three-year targets with annual milestones will be set for each student population to ensure gap-closing pace on the following measures: Smarter Balanced "Meeting Standard" rates, overall Math and ELA, and grade three reading; Four-Year cohort graduation rates; and AP/IB and/or Dual Credit attainment rates.

*Due to federal assessment and accountability waivers, there are no Smarter Balanced data to report for this metric.*

Measure Target Methodology 18-19 Actual 19-20 Actual
Four-Year Cohort Graduation Achievement Gap If 50% of the subpopulations made more improvement than district overall = meets; If 75% of the subpopulations made more improvement than district overall = exceeds Met Target (5 of 9) Did Not Meet Target (2 of 8)
Four-Year Cohort Graduation Rates
Population 17-18 18-19 19-20 Change
District 84% 86% 85% -1%
American Indian 80% 81% 78% -3%
Asian 94% 96% 95% -1%
Hispanic 81% 82% 82% 0%
African American 69% 75% 70% -5%
White 87% 89% 88% -1%
Multiracial 82% 89% 90% 1%
Pacific Islander 82% 85% 78% -7%
Low-SES 77% 80% 78% -2%
Students with an IEP 63% 69% 67% -2%
English Learners 73% 74% 76% 2%
Children in Transition 60% 64% 58% -6%
Areas of Success Barriers
• Schools developed strong systems to support students and monitor graduation data, including supporting students who were off-track
• Student Graduation Advocates (SGAs) and Family Graduation Advocates (FGAs) work with specific student groups and families to monitor progress and motivate persistence
• Devices deployed to seniors as quickly as possible in order to facilitate intervention and other work to acquire needed credits for graduation
• Challenges of school closures made mentoring and intense support more difficult
• Spring 2020 and Summer 2020 intersessions were conducted virtually, which was difficult for some students and staff
• Lack of access to technology was still a barrier to some students during school closures

Advanced Course by the end of Grade 12 (AP/IB, Dual Credit, CTE Pathway Completion)
Population 18-19 19-20 Change
District 67.8% 69.6% 1.8%
American Indian 51.2% 61.4% 10.2%
Asian 80.6% 78.6% -2.0%
Hispanic 59.7% 63.1% 3.5%
African American 48.0% 50.5% 2.5%
White 74.2% 76.2% 2.0%
Multiracial 71.7% 68.7% -3.0%
Pacific Islander 65.2% 59.6% -5.6%
Low-SES 57.1% 58.5% 1.4%
Students with an IEP 14.8% 16.3% 1.5%
English Learners 28.3% 35.1% 6.8%
Children in Transition 47.7% 43.5% -4.2%
Areas of Success Barriers
• Family engagement strategies that build capacity among families to support learning and genuine partnerships between families and school
• Ongoing professional development in culturally responsive practices and delivery of relevant curriculum
• Multi Tiered System of Supports that focus attention on instructional practice, curriculum and environmental factors before making learner attributions so that targeted intervention is successful
• Equitable access to technology, variability in delivery of digital learning and attendance taking, inaccurate contact information in Infinite Campus have impacted family support
• Clear understanding of equity, how implicit bias operates, as well as self-awareness and other awareness (adult SEL competencies) have impacted equitable access and narrowing of gaps
• Clear information and associated decision rules regarding student responsiveness that can be tied directly to instruction, curriculum, and the learning environment may be lacking especially amidst the COVID-1 pandemic

1.2.2 - Increase the English Learner exit rate by 5th grade as measure by ELPA, which assesses the academic language development in each of the four domains of language and achievement.
Measure 18-19 19-20
Exit EL by the End of 5th Grade 44% 61%
Areas of Success Barriers
• Continued implementation of the ELD coaching model to help increase teaching capacity with language acquisition
• CAP plans developed by schools to be more intentional with all aspects in support of EL students
• Zoom programming beginning in Pre-K
• Inconsistent understanding and knowledge of Academic Language development within content subjects
• Combatting beliefs that EL students cannot meet grade level expectations (which they can with the appropriate language supports)
• Inconsistent understanding of how students acquire a new language
Objective 1.3: Strengthen teaching and learning through technology and 21st Century instructional strategies

*Update coming soon! Please refer to the Board of Trustees Bridge Year Reporting Schedule near the top of the page to find out when an update for this measure will be available.*

Objective 1.4: Provide and continuously improve relevant education data that helps the District make decisions about academics and assists schools in planning and executing School Performance Plans (SPPs)

*Update coming soon! Please refer to the Board of Trustees Bridge Year Reporting Schedule near the top of the page to find out when an update for this measure will be available.*

Objective 1.5: Provide and continuously improve the pathway to college- and career readiness through an aligned pre-K-16 system.

1.5.1 - Reduce remediation rates for WCSD graduates - 1st year NSHE students by 3% annually.
1.5.2 - Establish baseline data and three-year targets for Career Readiness Diplomas and Career and College Diplomas (upon codification of diploma requirements in AB7).
1.5.3 - Increase the percentage of students enrolling in and completing a pathway of study in CTE programs by the end of their senior year.
1.5.4 - Increase the percentage of 8th grade "Ready for HS" (Defined by academic course passing and assessment).

1.5.1 - Reduce remediation rates for WCSD graduates - 1st year NSHE students by 3% annually.

*Update coming soon! Please refer to the Board of Trustees Bridge Year Reporting Schedule near the top of the page to find out when an update for this measure will be available.*


1.5.2 - Establish baseline data and three-year targets for Career Readiness Diplomas and Career and College Diplomas (upon codification of diploma requirements in AB7).
Grads Earning a CCR Dipoma Grads Earning an Honors Diploma Who Also Had CCR Endorsement(s) Grads Earning an Advanced Diploma Who Also Had CCR Endoresement(s) Grads Who Earned College Readiness Endorsements Grads Who Earned Career Readiness Endorsement Grads Who Earned BOTH College and Career Readiness Endorsements
Class of 2019 Class of 2020 Class of 2019 Class of 2020 Class of 2019 Class of 2020 Class of 2019 Class of 2020 Class of 2019 Class of 2020 Class of 2019 Class of 2020
233 206 1031 1036 31 42 1263 1136 752 823 387 407
Areas of Success Barriers
• WCSD leads the rest of NV in CCR Diplomas by more than ten percentage points
• Devices were quickly deployed to students to assist with diploma requirements such as Advanced Placement and CTE assessments
• Strong CTE program / Signature Academies make it possible for students to earn the Career Ready Endorsements
• CCR and Honors / Advanced Diplomas encourage students to enroll in advanced coursework through AP, IB, Dual Credit, CTE, World Language or Work Based Learning
• Student access to CTE programming, which was difficult to provide virtually
• Advanced course content has sometimes presented challenges when teaching remotely and in the hybrid model
• Communications and explanations to families regarding CCR diploma

1.5.3 - Increase the percentage of students enrolling in and completing a pathway of study in CTE programs by the end of their senior year.
Measure 18-19 19-20
Percent of Graduates Completing CTE Pathway of Study 20% 24%
Areas of Success Barriers
• Consistent annual increases in general CTE course enrollment
• Expanded promotional & marketing efforts at the middle school level (counselor training, Passport Nights, home mailing, social media)
• Adding new pathways / program to schools that align with in-demand careers (Cybersecurity, Multimedia Communications)
• Planning for new Career Technical Academy (Debbie Smith) well under way
• Student engagement in rigorous curriculum that provides relevance to core academic concepts
• Recruitment / retention of qualified teachers in addition to complexities of CTE teacher licensure
• Availability of teach allocations
• Student scheduling conflicts with advanced / honors courses or remediation classes if needed
• Availability of transportation for students seeking to attend a Signature program out of their school zone
• Funding to support student acquisition of work-ready certifications in industries such as IT & cybersecurity, welding, manufacturing, and emergency response

1.5.4 - Increase the percentage of 8th grade "Ready for HS" (Defined by academic course passing and assessment).

*Due to federal assessment and accountability waivers, there are no Smarter Balanced data to report for this metric.*

Areas of Success Barriers
• Multi-Tiered Systems of Supports with clear decision-making rules to drive interventions and enrichment best ensure that students receive necessary support to strengthen their readiness for high school
• Use of the Early Warning System throughout K-8 is critically important as an avenue to strengthen family school relationships and to ensure students are receiving early intervention as needed
• Increased focus on prioritizing and mastering essential standards in ELA and Math
• Consistency within schools and between schools regarding decision rules prompting intervention and enrichment
• Misinterpretation of early warning information that can lead to lowered expectations
• Lack of new learning in the 4th quarter to cover full grade level scope of learning in ELA, Math and Science


To develop and retain highly effective personnel who are driven to support students and their academic success as well as the success of the District. The Washoe County School District will accomplish this goal through recruitment, selection, professional development, and training.

Objective 2.1: Attract, recruit, hire, and retain highly effective personnel

2.1.1 - Decrease number of positions that remain unfilled by any certified employee on the first day of each school year by at least 2%.
2.1.2 - Increase diversity of new hires among all employee groups. Includes diversity in race, ethnicity, gender, language and veteran status, as identified by employee.
2.1.3 - Increase the number of certified new hires who are hired from our Education Support Professional and Guest Teacher staff each year.
2.1.4 - Increase the percentage of the WCSD Alternative Route to Licensure (ARL) cohort that is on the Special Education track.

2.1.1 - Decrease number of positions that remain unfilled by any certified employee on the first day of each school year by at least 2%.

*Update coming soon! Please refer to the Board of Trustees Bridge Year Reporting Schedule near the top of the page to find out when an update for this measure will be available.*


2.1.2 - Increase diversity of new hires among all employee groups. Includes diversity in race, ethnicity, gender, language and veteran status, as identified by employee.

*Update coming soon! Please refer to the Board of Trustees Bridge Year Reporting Schedule near the top of the page to find out when an update for this measure will be available.*


2.1.3 - Increase the number of certified new hires who are hired from our Education Support Professional and Guest Teacher staff each year.

*Update coming soon! Please refer to the Board of Trustees Bridge Year Reporting Schedule near the top of the page to find out when an update for this measure will be available.*


2.1.4 - Increase the percentage of the WCSD Alternative Route to Licensure (ARL) cohort that is on the Special Education track.

*Update coming soon! Please refer to the Board of Trustees Bridge Year Reporting Schedule near the top of the page to find out when an update for this measure will be available.*

Objective 2.2: Provide and continuously improve meaningful, high quality professional learning targeted to concrete learning objectives and desired performance outcomes

2.2.1 - Maintain the percentage of licensed staff engaged through the Professional Growth System platform.
2.2.2 - Increase the percentage of professional learning course owners who finalize courses in the Professional Growth Systems (MyPGS) platform and send the participants follow up surveys for completion by 5% annually.

2.2.1 - Maintain the percentage of licensed staff engaged through the Professional Growth System platform.

*Update coming soon! Please refer to the Board of Trustees Bridge Year Reporting Schedule near the top of the page to find out when an update for this measure will be available.*


2.2.2 - Increase the percentage of professional learning course owners who finalize courses in the Professional Growth Systems (MyPGS) platform and send the participants follow up surveys for completion by 5% annually.

*Update coming soon! Please refer to the Board of Trustees Bridge Year Reporting Schedule near the top of the page to find out when an update for this measure will be available.*

Objective 2.3: Continuously increase retention and engagement of highly-effective and engaged personnel through programs, professional growth systems, and other management

2.3.1 - Increase teacher retention over first 5 years of employment.
2.3.2 - Increase the number of employees engaging in our wellness program through the online platform by x%.
2.3.3 - Increase the number of employees engaging in wellness challenges by x%.

2.3.1 - Increase teacher retention over first 5 years of employment.

*Update coming soon! Please refer to the Board of Trustees Bridge Year Reporting Schedule near the top of the page to find out when an update for this measure will be available.*


2.3.2 - Increase the number of employees engaging in our wellness program through the online platform by x%.

*Update coming soon! Please refer to the Board of Trustees Bridge Year Reporting Schedule near the top of the page to find out when an update for this measure will be available.*


2.3.3 - Increase the number of employees engaging in wellness challenges by x%.

*Update coming soon! Please refer to the Board of Trustees Bridge Year Reporting Schedule near the top of the page to find out when an update for this measure will be available.*


To engage family, staff, Trustees, and community members in strong relationships, provide meaningful opportunities to increase their educational expertise and trust, and to share responsibility for student success.

Objective 3.1: Expand the scope and effectiveness of Trustee, staff, and community communications

3.1.1 - Increase view rate across all media platforms by 5%, including: numbers for virtual events and media responses to Communications promotions.

2.1.1 - Increase view rate across all media platforms by 5%, including: numbers for virtual events and media responses to Communications promotions.

*Update coming soon! Please refer to the Board of Trustees Bridge Year Reporting Schedule near the top of the page to find out when an update for this measure will be available.*

Objective 3.2: Increase meaningful partnerships between the District and families with a focus on student success

3.2.1 - Maintain family satisfaction rates on the ability to access information and resources as well as to understand and support their child's progress.
3.2.2 - Maintain customer satisfaction rates for Parent University classes.

3.2.1 - Maintain family satisfaction rates on the ability to access information and resources as well as to understand and support their child's progress.
Measure 19-20 Baseline 19-20 Actual
Family Engagement Index -- --
Areas of Success Barriers
A variety of strategies were employed to reach and engage families:
• Family-facing web presence displaying critical content for students and families, as well as available community resources
• Intermittent webinars and forums in the digital space to provide ongoing family support and to engage families in meaningful dialogue
• Making available a "hotline" for families to assist and support with technology needs
• Family Graduation Advocates (FGAs) provide ongoing support to students and families along their path to graduation
• Technology access and use capacity
• Multiple technology platforms being used to communicate with families
• Remote learning often poses challenges to meaningful family engagement
• Families report difficulty logging children's attendance because of process inconsistencies across school sites and classrooms
• Family engagement index not implemented as a result of school closures

3.2.2 - Maintain customer satisfaction rates for Parent University classes.
Measure 17-18 Actual 18-19 Target 18-19 Actual 19-20 Target 19-20 Actual
Percentage of families satisfied with Parent University classes 89% 90% 95% 96% 91%
Areas of Success Barriers
• Schools working with central office staff to emphasize the importance of, and build capacity for, family engagement
• Dedicating time during an incredibly stressful period to continue the work of engaging families
• Listening to the needs of families and adapting course offerings
• Teaching leadership with the Parent-Teacher Home Visit Project in creating positive and connected relationships with families
• Teaching leadership with Parent U Literacy Clubs to create community and to build family capacity to support "home" academic learning during COVID
• Challenges offering Parent University classes via remote learning
• Technology access and capacity for its use vary across families
• Time and commitment among site-based staff to arrange for, encourage attendance, and support facilitation of classes

Objective 3.3: Strengthen strategic community partnerships including stakeholders, constituents, and schools

3.3.1 - Consistent attendance at meetings of the Board of Trustees (90% attendance by each Trustee).
3.3.2 - Ensure all schools are visited at least once annually by Trustees.
3.3.3 - Ensure constituent concerns, questions, and/or complaints are tracked and responded to within 72 hours (Automated response to constituent concerns will include the 72-hour time frame; weekends and holiday breaks will include a 5-business day time frame).
3.3.4 - Increase Trustee attendance at school and community events.
3.3.5 - Increase Trustee attendance at District-organized/Board-sponsored events.
3.3.6 - Recognize the contributions of volunteers and honor their time and service.

3.3.1 - Consistent attendance at meetings of the Board of Trustees (90% attendance by each Trustee).

*Update coming soon! Please refer to the Board of Trustees Bridge Year Reporting Schedule near the top of the page to find out when an update for this measure will be available.*


3.3.2 - Ensure all schools are visited at least once annually by Trustees.

*Update coming soon! Please refer to the Board of Trustees Bridge Year Reporting Schedule near the top of the page to find out when an update for this measure will be available.*


3.3.3 - Ensure constituent concerns, questions, and/or complaints are tracked and responded to within 72 hours (Automated response to constituent concerns will include the 72-hour time frame; weekends and holiday breaks will include a 5-business day time frame).

*Update coming soon! Please refer to the Board of Trustees Bridge Year Reporting Schedule near the top of the page to find out when an update for this measure will be available.*


3.3.4 - Increase Trustee attendance at school and community events.

*Update coming soon! Please refer to the Board of Trustees Bridge Year Reporting Schedule near the top of the page to find out when an update for this measure will be available.*


3.3.5 - Increase Trustee attendance at District-organized/Board-sponsored events.

*Update coming soon! Please refer to the Board of Trustees Bridge Year Reporting Schedule near the top of the page to find out when an update for this measure will be available.*


3.3.6 - Recognize the contributions of volunteers and honor their time and service.

*Update coming soon! Please refer to the Board of Trustees Bridge Year Reporting Schedule near the top of the page to find out when an update for this measure will be available.*


Provide and continuously improve operational systems that are effective, efficient, transparent, and accountable by using meaningful structures and processes.

Objective 4.1: Ensure that operational systems, central services, and finances are integrated and sustainably aligned to best support the needs of students, teachers, staff, schools, and departments | Implement best practices for school district budgeting as outlined by Government Finance Officers Association (GFOA) and Association of School Business Officials (ASBO).

4.1.1 - Business and Finance: Maintain a structurally balanced budget each fiscal year; maintain an ending unrestricted fund balance for the General Fund of at least 8% to 10% of operating costs (actuals); and receive an unqualified opinion for the annual Comprehensive Annual Financial Report (CAFR) with no material weaknesses noted and minimal or no findings.
4.1.2 - Transportation: Increase on-time delivery of students (96.5% on-time delivery); Increase transportation safety (1.29 accidents per 100,000 miles); and provide efficient cost per mile transportation ($4.70 per mile).
4.1.3 - Facilities Management: Decrease critical repair needs in the Facility Condition Information System (0.16 FCIS rating); Decrease overcrowded schools (14 schools over maximum capacity); and provide clean schools (97% composite cleanliness inspection score).
4.1.4 - Nutrition Services - Meal Access: Increase meal access to students (25% breakfast participation, 42% lunch participation); and increase customer feedback (10% of student population).

4.1.1 - Business and Finance: Maintain a structurally balanced budget each fiscal year; maintain an ending unrestricted fund balance for the General Fund of at least 8% to 10% of operating costs (actuals); and receive an unqualified opinion for the annual Comprehensive Annual Financial Report (CAFR) with no material weaknesses noted and minimal or no findings.

*Update coming soon! Please refer to the Board of Trustees Bridge Year Reporting Schedule near the top of the page to find out when an update for this measure will be available.*


4.1.2 - Transportation: Increase on-time delivery of students (96.5% on-time delivery); Increase transportation safety (1.29 accidents per 100,000 miles); and provide efficient cost per mile transportation ($4.70 per mile).
On-Time Delivery of Students Safety-Decrease Accidents Cost per Mile
SY 18-19 Actual STY 19-20 Target SY 19-20 Actual SY 18-19 Actual STY 19-20 Target SY 19-20 Actual SY 18-19 Actual STY 19-20 Target SY 19-20 Actual
95.9% 95.0% 93.2% 1.72 1.29 1.51 $4.81 $4.55 $5.20
Areas of Success Barriers
• Improved communications with construction companies and RTC on construction projects
• 12% overall decrease in at fault accidents; 40% are minor (mirror taps, cross arms, etc.)
• Reduced cross zone transportation for programs
• Increased traffic and road construction detours / delays in North Valleys' areas, new schools and zoning changes
• Employee retention & experience (32.7% of accidents - driver has less than or equal to 1 year experience; 65.5% of drivers has less than or equal to 2 years experience
• Overall cost increases to fuel, parts, employee salary and benefits

4.1.3 - Facilities Management: Decrease critical repair needs in the Facility Condition Information System (0.16 FCIS rating); Decrease overcrowded schools (14 schools over maximum capacity); and provide clean schools (97% composite cleanliness inspection score).
Decrease Overcrowded Schools Facility Condition Information System Provide Clean Schools
SY 18-19 Actual STY 19-20 Target SY 19-20 Actual SY 18-19 Actual STY 19-20 Target SY 19-20 Actual SY 18-19 Actual STY 19-20 Target SY 19-20 Actual
17 14 12 .18 .16 .16 96.0% 97.0% 95.9%
Areas of Success Barriers
• Continued positive progress toward the planning, construction and opening of new schools
• Continued increased investments in Capital Renewal slowing reducing backlog of maintenance and repairs
• Zoning Advisory Committee continues to engage and balance areas of overcrowding
• Major additional burdens on Housekeeping focused on COVID enhanced cleaning
• Exclusions of Maintenance and Custodial staff due to health and exposures
• Maintenane and Housekeeping are chronically understaffed, made still worse by COVID-19 pandemic impacts to funding

4.1.4 - Nutrition Services - Meal Access: Increase meal access to students (25% breakfast participation, 42% lunch participation); and increase customer feedback (10% of student population).
Meal Participation (Breakfast) Meal Participation (Lunch) Feedback Survey (Students)
SY 18-19 Actual STY 19-20 Target SY 19-20 Actual SY 18-19 Actual STY 19-20 Target SY 19-20 Actual SY 18-19 Actual STY 19-20 Target SY 19-20 Actual
23.6% 25.0% 26.0% 39.0% 42.0% 40.5% N/A New N/A
Areas of Success Barriers
• Community Eligibility Provision Expansion (CEP)
• New Menu Concepts - Food days, made to order concepts, and new menu item promotions
• Expansion of Central Kitchen Facility
• Staffing shortages at school start up
• Limited meal service periods / times at non-CEP sites / secondary's
• meal growth impact to supply chain and food cost

Objective 4.2: Provide and continuously improve online access to information about educational, operational, and financial data to support District-wide decision-making and accountability

4.2.1 - Increase annually the number of regular users of the data warehouse.

4.2.1 - Increase annually the number of regular users of the data warehouse.

*Update coming soon! Please refer to the Board of Trustees Bridge Year Reporting Schedule near the top of the page to find out when an update for this measure will be available.*


To ensure our schools are safe, secure, supportive, and welcoming environments where students and staff are able to succeed academically and professionally at the highest possible levels.

Objective 5.1: Provide and continuously improve a climate of belonging and self-worth and justice amongst students, families, staff, and the community that is centered around an inclusive, collaborative, equitable and engaging learning environment by providing equitable practices, strategies, and materials

5.1.1 - Improve employee workplace satisfaction and employee engagement (monitor fall and early spring employee survey results).
5.1.2 - Decrease chronic absenteeism rates.
5.1.3 - Disproportionality: Reduce the disproportionality measure for suspensions, Gifted and Talented Education, English Learning identification, Special Education in identification/programming, and extracurricular participation (specific three-year targets will be set for each student population to ensure significant reduction in disproportionality).
5.1.4 - Survey composite measure: Increase in proportion of students, families, and staff reporting (engagement with school; positive relationships with school community; feeling safe (or feeling their children are safe) at school; and social and emotional health).

5.1.1 - Improve employee workplace satisfaction and employee engagement (monitor fall and early spring employee survey results).
Measure Sources: Two Questions on Staff Climate Survey (2017-2019 and Staff Reopening Survey (2020-2021) Three Year Average from 2017-2019 Fall 2020 May 2021
Percentage of staff who do not report burn out, tension, restlessness, or anxiety at work 58% 27% Survey scheduled for mid-May 2021
Areas of Success Barriers
• Staff report high levels of teamwork during 2020-21 school year
• Smaller class sizes have benefitted both students and families this year
• Staff report high satisfaction with school leadership
• New and multiple learning models created additional work stress for many staff
• Many staff report challenges with technology, especially inadequate or too few devices and difficulty navigating technology platforms
• Substitute teacher shortage continues to be a challenge for schools

5.1.2 - Decrease chronic absenteeism rates.
Measure 17-18 Baseline 18-19 Target 18-19 Actual 19-20 Target 19-20 Actual
Chronic Absenteeism 19% 18% 17% 16% 13% (Prior to school closure)
Areas of Success Barriers
• Increased awareness by school of the importance of monitoring chronic absenteeism as a signal of disengagement and/or other social, emotional, and health challenges students may be facing
• Multiple data displays and dashboards available to schools to support accurate and efficient monitoring of chronic absenteeism
• Integration of chronic absenteeism support through the Multi-Tiered System of Supports problem-solving framework
• Greater clarity with respect to the monitoring of attendance, distinct from performance, during periods of distance learning
• Difficulties tracking attendance accurately during spring 2020 school closures limits our ability to interpret chronic absenteeism rates
• Restrictions impeding effort aimed at students engagement - Engagement includes more than simply getting students to attend. It includes high quality bell-to-bell instruction, relevant content, and objective concrete feedback, to create continued excitement and learning motivation
• Multitude of stressors affecting families and students beyond academic learning expectations

5.1.3 - Disproportionality: Reduce the disproportionality measure for suspensions, Gifted and Talented Education, English Learning identification, Special Education in identification/programming, and extracurricular participation (specific three-year targets will be set for each student population to ensure significant reduction in disproportionality).
Measure Target Methodology 18-19 Actual 19-20 Actual
Disproportionality If 50% of the subpopulations made more improvement than district overall = meets; If 75% of the subpopulations made more improvement than district overall = exceeds Advanced Course: Exceeds Advanced Course: Did Not Meet
Suspensions: Meets Suspensions: Did Not Meet
Areas of Success Barriers
• Professional conversations and professional development with school leaders regarding disproportionality and some of the associated factors influencing it
• Increased number and percentage of students graduating having completed at least one Advanced Placement, International Baccalaureate, or Career and Technical Education course in 2019-20
• Board adoption of an Anti-Racism Board Resolution - Development and implementation of an action plan to support the Board's resolution
• Full distance-learning at the end of the 2019-20 school year, the needs for Hybrid Learning Model and expansion of Full Distance Learning in 2020-21 significantly complicate year-to-year comparisons of outcome data
• Advanced course content has presented challenges when teaching remotely during school closures
• Existing disparities have been amplified by the COVID pandemic

5.1.4 - Survey composite measure: Increase in proportion of students, families, and staff reporting (engagement with school; positive relationships with school community; feeling safe (or feeling their children are safe) at school; and social and emotional health).
Measure Tracking: Percent Reporting Favorably Three Year Average (2017-2019) Three Year Average (2018-2020) Target: 1 Percentage Point Increase
Student Family Staff Student Family Staff Student Family Staff
Engagement with school 59% 89% 82% 58% 88% 81% Not Met Not Met Not Met
Positive relationpships with school community 75% 88% 84% 73% 88% 83% Not Met Not Met Not Met
Feeling safe (or feeling children are safe) at school 83% 90% 89% 82% 90% 88% Not Met Not Met Not Met

Composite Measures: Climate Surveys - Fall/Spring 2019 (Change from 2018-19 to 2019-20)
Survey Topic Student Family Staff
Engagement with school (Student Engagement for Students; Communication with School for Families; Staff Collaboration for Staff) 57% (-2) 87% (-2) 82% (0)
Positive relationships with school community (Adult Support for Students; Relationships/respect for Families; Fairness and Respect for staff) 72% (-2) 87% (-1) 84% (0)
Feeling safe )or feeling their children are safe) at school 80% (-3) 90% (0) 87% (-1)
Social and Emotional Health
Relationship Skills 70% (+1) -- --
Responsible Decision-Making 74% (-1) -- --
Self-Awareness of Emotions 71% (0) -- --
Self-Awareness of Self-Concept 73% (+1) -- --
Self-Management of Emotions 54% (+1) -- --
Self-management of Goals 60% (-1) -- --
Self-Management of Schoolwork 56% (-1) -- --
Social Awareness 77% (0) -- --
Areas of Success Barriers
• Supporting students' and staff's social and emotional well-being was a major focus for school in 2019-20 and throughout the 2020-21 school year
• There has been greater communication with and responsiveness from the community since the onset of the pandemic including increased participation by family, staff, and students on surveys in 2020-21
• More families and students are accessing learning and communicating with the district digitally than in years passed
• Perception data is more difficult to act upon compared to more academically-based metrics
• Social distancing, remote learning, and other COVID-19 changes to learning have presented new challenges for engaging families and students in learning
• Continued under-representation on survey by families of students who are African American, Native American/Alaskan Native, Pacific Islander, and English Learners
• Family climate survey opened two weeks before spring school closures, reducing response rate

Objective 5.2: Provide and continuously implement a District-wide comprehensive plan for school safety and crisis response including training, facilities improvements, and the engagement of the community, schools, families, and students

5.2.1 - Maintain or exceed compliance with all state requirements for school safety.
5.2.2 - Implement 100% of the comprehensive emergency operations plan annually.

5.2.1 - Maintain or exceed compliance with all state requirements for school safety.

*Update coming soon! Please refer to the Board of Trustees Bridge Year Reporting Schedule near the top of the page to find out when an update for this measure will be available.*


5.2.2 - Implement 100% of the comprehensive emergency operations plan annually.

*Update coming soon! Please refer to the Board of Trustees Bridge Year Reporting Schedule near the top of the page to find out when an update for this measure will be available.*