A new strategic plan is in development and should be available in early 2023!
ESSER III community review will occur every six months.
Vision
As a courageous, innovative leader in education, Washoe County School District (WCSD) will be one of the nation’s top performing school district, graduating all students college and high-skilled career ready.
Mission
To create an education system where all students achieve academic success, develop personal and civic responsibility, and achieve college and career readiness for the 21st century.
Core Beliefs
We believe:
- All students can learn and be successful.
- The achievement gap can be eliminated by ensuring every student is challenged to learn at or above grade level.
- Effective teachers and principals, dedicated support staff, rigorous curriculum, culturally responsive practices, measurable outcomes, timely interventions, ongoing monitoring and assessment, collaboration, professional learning, and a culture of continuous improvement ensure classroom success for all students.
- Superior performance will be achieved through clear goals that set high expectations and standard for all students and employees.
- Student academic and social emotional learning require family, student, school, and community engagement.
- Leadership and passion, together with accountability and transparency, are keys to success.
- A strong education system ensures the well being of a community.
- We will address the academic, social, emotional, and mental health impacts as a response to recovery from the COVID-19 pandemic.
Guiding Principles:
- All decisions based on a foundation of “Do No Harm.”
- Ensure that the basic needs of students, families, and staff are being met.
- Ensure equitable access for all students.
- Maintain high academic expectations for all students.
- Follow all federal, state, and local health related guidelines as practical.
- Continue to provide safe in-person instruction, maximize in-person instructional time, sustain the safe operation of schools, and address the academic, social, emotional, and mental health impacts of the COVID-19 pandemic.
Goal 1
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.
Goal 2
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.
Goal 3
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.
Goal 4
Provide and continuously improve operational systems that are effective, efficient, transparent, and accountable by using meaningful structures and processes.
Goal 5
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.
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 with a focus on academic recovery to increase learning outcomes for all students.
1.1.1 - Establish baseline data: 2021 graduation rate; 2022 + 3 percentage points; 2023 + 2 percentage points; 2024 + 2 percentage points.
1.1.2 - Increase in percentage of students “Meeting Standard” as measured by SBAC rates in ELA and Mathematics: 3% gain annually through 2024 after reestablishing baseline based on 2021.
1.1.3 - Increase in percentage of students “Meeting Standard,” as measured by State Science Assessment 3% gain annually through 2024 after reestablishing baseline based on 2021.
1.1.4 - Increase the percentage in core credit attainment through tenth grade 3% gain annually through 2024 after reestablishing base line based on 2021.
1.1.1 - Establish baseline data: 2021 graduation rate; 2022 + 3 percentage points; 2023 + 2 percentage points; 2024 + 2 percentage points.
| 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 - Increase in percentage of students “Meeting Standard” as measured by SBAC rates in ELAand Mathematics: 3% gain annually through 2024 after reestablishing baseline based on 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 - Increase in percentage of students “Meeting Standard,” as measured by State Science Assessment 3% gain annually through 2024 after reestablishing baseline based on 2021.
*Update coming soon! Please refer to the Reporting Schedule near the top of the page to find out when an update for this measure will be available.*
1.1.4 - Increase the percentage in core credit attainment through tenth grade 3% gain annually through 2024 after reestablishing base line based on 2021.
| 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 |
Objective 1.2: While directing resources to ensure optimal conditions for learning, close achievement gaps through culturally competent practices, effective strategies, key tenets of professional learning communities, and Multi-Tiered Systems of Supports to meet the needs of English Learner students, Special Education students, students living in transition/foster care, students impacted by poverty, all racial/ethnic student groups, and students disproportionately impacted by COVID-19.
1.2.1 - Reduction in achievement gaps: After reestablishing baseline based on 2021 performance, 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 exit rate by 5th grade as measured by ELPA.
1.2.1 - Reduction in achievement gaps: After reestablishing baseline based on 2021 performance, 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 measured by ELPA.
| 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: Provide and continuously improve the pathway to college and career readiness through an aligned pre K - 16 system.
1.3.1 - Based on 2021 performance, establish baseline and three year targets for Career Readiness Diplomas and Career and College Diplomas.
1.3.2 - Based on 2021 performance, establish baseline and three year targets for the percentage of students enrolling in and completing a pathway of study in CTE programs by the end of their senior year.
1.3.3 - Based on 2021 performance, establish baseline and three-year targets for the percentage of 8th grade students “Ready for HS.” (Defined by academic course passing and SBAC).
1.3.1 - Based on 2021 performance, establish baseline and three year targets for Career Readiness Diplomas and Career and College Diplomas..
| 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 |
1.3.2 - Based on 2021 performance, establish baseline and three year targets for 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 |
1.3.3 - Based on 2021 performance, establish baseline and three-year targets for the percentage of 8th grade students “Ready for HS.” (Defined by academic course passing and SBAC).
*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 |
Objective 1.4: Implement a sustained distance learning model that provides a full WCSD education for students who engage better in an online environment.
1.4.1 - Increase in percentage of students enrolled at North Star Online School who are “Meeting or Exceeding Standard” as measured by SBAC levels in ELA and Mathematics: 3 percentage point gain annually through 2024 after reestablishing baseline using 2021 SBAC data.
1.4.2 - Establish baseline data for North Star Online School students using 2021 core credit attainment data. Increase the percentage in 10th grade core credit attainment through tenth grade annually thereafter.
1.4.3 - Establish baseline data using 2022 graduation rate data at North Star Online School. Increase graduation rates annually there after.
1.4.4 - Establish baseline data using 2021 chronic absenteeism levels among students enrolled for North Star Online School for 2022. Reduce chronic absenteeism rates annually thereafter
*Update coming soon! Please refer to the Reporting Schedule near the top of the page to find out when an update for this measure will be available.*
Objective 1.5: Begin planning for the design and implementation of WCSD’s Promise of a Graduate.
1.5.1 - Identify criteria to be included, such as College and Career Readiness outcomes, and identify ideal characteristics of a WCSD graduate
1.5.2 - Establish timeline for the design and implementation to include stakeholder input.
*Update coming soon! Please refer to the Reporting Schedule near the top of the page to find out when an update for this measure will be available.*
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 and hire highly-effective personnel.
2.1.1 - Decrease the number of certified positions that are unfilled each school year.
2.1.2 - Increase the number of applicants for para-professional, bus driver, nutrition services, and housekeeping positions each year. (Baseline 2021).
2.1.3 - Increase diversity of new hires among all employee groups. Includes diversity in race, ethnicity, gender, language, and veteran status, as identified by employee.
2.1.4 - 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 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 - Increase the percentage of professional learning course owners who finalize courses in the Professional Growth Systems ( MyPGS ) platform and send the participants follow up survey for completion by 5% annually.
2.2.2 - Increase the percentage of staff who report high levels of perceived value from professional learning opportunities. (Baseline 2021).
2.2.3 - Increase the percentage of licensed staff observed implementing professional learning practices. (Baseline 2021).
2.2.4 - Increase the number and/or percentage of guest teachers participating in professional learning opportunities. (Baseline 2021).
*Update coming soon! Please refer to the 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 personnel.
2.3.1 - Increase teacher retention over first 5 years of employment.
2.3.2 - Increase employee retention across all employee groups. (Baseline 2021).
2.3.3 - Increase the average number of guest teacher days worked. (Baseline 2021).
2.3.4 - Improve employee workplace satisfaction as measured, utilizing the employee survey results. (Baseline 2021).
*Update coming soon! Please refer to the Reporting Schedule near the top of the page to find out when an update for this measure will be available.*
Objective 2.4: Provide a comprehensive employee health and wellness benefits program.
2.4.1 - Increase the number of employees engaging in our wellness program through the online platform by 5%.
2.4.2 - Increase the number of employees engaging in wellness challenges by 5%.
2.4.3 - Increase promotion of and utilization of the Employee Assistance Program in support of employee wellness. (Baseline 2021).
2.4.4 - Decrease the number of claims for emergency care for non-emergent conditions. (Baseline 2021).
*Update coming soon! Please refer to the Reporting Schedule near the top of the page to find out when an update for this measure will be available.*
Objective 2.5: Continue to build and expand leadership pathway opportunities in support of leadership succession planning.
2.5.1 - Increase the number of certified new hires who are hired from our education support professional and guest teacher staff each year.
2.5.2 - Increase the number of new candidates added to the school leadership hiring pools each year. (Baseline 2021).
2.5.3 - Increase the number of non-academic internship opportunities that the District offers each year. (Baseline 2021).
2.5.4 - Increase the number of employees participating in leadership pathway professional learning opportunities each year. (Baseline 2021).
*Update coming soon! Please refer to the 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: Strengthen inclusive two-way communication and community engagement in order to foster authentic relationships and recover trust.
3.1.1 - Build and expand social media and engagement reach by 5%.
3.1.2 - Create quarterly proactive media informational tours/events.
3.1.3 - Rebrand and relaunch community ambassador program and community conversations by February 2022.
3.1.4 - Enhance communications for District employees by December 2021.
*Update coming soon! Please refer to the Reporting Schedule near the top of the page to find out when an update for this measure will be available.*
Objective 3.2: Build and expand meaningful partnerships between the District and families with a focus on student learning.
3.2.1 - Refine the family engagement index, which factors in climate survey responses and use of Infinite Campus. Establish baseline from the 2021-22 school year and establish annual targets thereafter.
3.2.2 - A minimum of 75% of families accessing resources through Family Resource Centers will achieve one goal towards family stabilization (housing, food, etc.).
3.2.3 - To strengthen the connectedness of families and the district, increase the number of family contacts through telephone calls and home visits.
*Update coming soon! Please refer to the Reporting Schedule near the top of the page to find out when an update for this measure will be available.*
Objective 3.3: Strengthen strategic Trustee 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.
3.3.7 - Increase Trustee visibility on all District communication platforms by December 2021.
*Update coming soon! Please refer to the Reporting Schedule near the top of the page to find out when an update for this measure will be available.*
Objective 3.4: Build the capacity among students, families, and staff to meaningfully solicit, encourage, engage, and embrace the voices of students and families.
3.4.1 - The number of school staff that report they’ve implemented strategies to increase positive, relational and culturally responsive family engagement practices as a result of professional learning on family engagement will increase annually.
3.4.2 - The number of families, particularly from historically marginalized populations, that participate in Parent University classes will increase annually.
3.4.3 - The number of students involved in school and District decision-making (as measured by Student Climate Survey).
*Update coming soon! Please refer to the Reporting Schedule near the top of the page to find out when an update for this measure will be available.*
Objective 3.5: Increase confidence in and sustain support for WCSD schools as THE preferred choice among families.
3.5.1 - Develop marketing campaign focused on attracting and retaining students by October 2021.
3.5.2 - Create marketing and communications toolkit for schools and department leaders to help market schools and programs by February 2022.
3.5.3 - Redesign website to improve communications, increase engagement, expand accessibility, and enhance recruitment and enrollment efforts by August 2021.
*Update coming soon! Please refer to the Reporting Schedule near the top of the page to find out when an update for this measure will be available.*
Objective 3.6: Through deliberate family-centered and culturally-responsive practices aimed at building connection and relationship, foster a community-wide sense of school belongingness.
3.6.1 - Survey composite measures: Increase in proportion of students, families, and staff reporting - Engagement with school and positive relationships with school community.
*Update coming soon! Please refer to the 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.
4.1.1 - Maintain a structurally-balanced General Fund budget each fiscal year.
4.1.2 - Maintain an ending unrestricted fund balance for the General Fund of at least 8% to 10% of operating costs (actuals).
4.1.3 - Receive an unqualified opinion for the Annual Comprehensive Financial Report (ACFR) with no material weaknesses noted and minimal or no findings.
*Update coming soon! Please refer to the Reporting Schedule near the top of the page to find out when an update for this measure will be available.*
Objective 4.2: Ensure that the General Fund budget and the multi-year federal stimulus spending plans work together to ensure availability and access to resources, while maximizing impact.
4.2.1 - Development of a 4-year financial plan/model for the General Fund to plan for the partial and/or full implementation of the Pupil Centered Funding Plan, as well as alternative scenarios based on enrollment changes.
4.2.2 - The Grants Department will be 100% in compliance for all federal stimulus funds application deadlines, performance evaluations, and other data collection required.
4.2.3 - The Grants Department will ensure that in all federal stimulus applications there will be a sustainability plan for programming after federal stimulus funds have expired.
4.2.4 - The Grants Department will have 100% compliance in fiscal reporting of all federal stimulus funds.
4.2.5 - The Grants Department will have at least 97% spend down on all federal stimulus funds.
4.2.6 - Comply with ESSER II and ESSER III requirements for communication and consistent reporting with public stakeholders.
*Update coming soon! Please refer to the Reporting Schedule near the top of the page to find out when an update for this measure will be available.*
Objective 4.3: Transportation: To provide safe and on-time delivery of students while focusing on work force stability.
4.3.1 - Provide consistent on-time delivery of students (96.5% on time delivery).
4.3.2 - Maintain and strive to increase transportation safety (1.29 accidents per 100,000 miles).
4.3.3 - Reduce annual driver allocation vacancies (15% to 5% [45 to 15 annual average driver allocation vacancies]).
4.3.4 - Reduce annual average absenteeism rates for Drivers & Transportation Aides (11% to 5% [38 to 17 annual average employee absences]).
| 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 |
Objective 4.4: Facilities Management: Successful completion of current and planned Major Capital Projects, Facility Critical Repair Projects, and Core School Investment Projects throughout the District. To provide clean and healthy school environments with a focus on staffing stability.
4.4.1 - Decrease critical repair needs in the Facility Condition Information System (0.16 FCIS rating).
4.4.2 - Decrease overcrowded schools (14 schools over maximum capacity).
4.4.3 - Reduce total annual substitute custodial hours requested by 5% (Baseline of 42,000 hours or 29 FTEs).
| 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 • Maintenance and Housekeeping are chronically understaffed, made still worse by COVID-19 pandemic impacts to funding |
Objective 4.5: Nutrition Services: To provide nutritious meals to our students while focusing on financial recovery and staffing stability through continual assessment of operational processes and strategic investments.
4.5.1 - Surpass Pre-COVID meal participation targets (25% to 27% breakfast participation, 42% to 45% lunch participation).
4.5.2 - Return Nutrition Services fund balance to the February 2020 level.
4.5.3 - Maintain 95% or greater target staffing levels.
| 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 4.6: Information Technology: To begin implementation of the WCSD Strategic Technology Plan.
4.6.1 - Achieve the Strategic Technology Plan’s 20% annual laptop renewal goal.
4.6.2 - Maintain 14-day technology support ticket closure rate in consideration of current staffing levels and the 177% increase in the number of devices over the previous 5 years.
*Update coming soon! Please refer to the 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 - Decrease chronic absenteeism rates. Reestablish baseline based on 2021-22 performance and establish annual targets thereafter
5.1.2 - Disproportionality: Analyze, and if necessary, reduce the disproportionality measures for suspensions, English Learner identification, Special Education identification/programming, AP/IB and Dual Credit coursework participation, and extracurricular participation (specific three-year targets will be set for each student population to ensure significant reduction in disproportionality).
5.1.3 - Survey composite measure: Increase in proportion of students, families, and staff reporting (feeling safe (or feeling their children are safe) at school; and social and emotional health).
5.1.4 - To support building a welcoming school community for all students, staff, and families, and after establishing baseline based on 2021 and historical data, increase the number of schools having participated in Restorative Practices training with all schools being trained by 2024.
5.1.1 - 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 |
5.1.2 - 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 |
5.1.3 - 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) | -- | -- | |||
5.1.4 - To support building a welcoming school community for all students, staff, and families, and after establishing baseline based on 2021 and historical data, increase the number of schools having participated in Restorative Practices training with all schools being trained by 2024.
*Update coming soon! Please refer to the Reporting Schedule near the top of the page to find out when an update for this measure will be available.*
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.
*Update coming soon! Please refer to the Reporting Schedule near the top of the page to find out when an update for this measure will be available.*
Objective 5.3: Provide a safe learning environment built upon principles of equity, inclusion and access for all students, staff, and school community members.
5.3.1 - Based on 2021 performance and historical data, establish baseline and establish annual increases in the number of staff members receiving equity and diversity training.
5.3.2 - Provide quarterly summary reports for the Superintendent and Board of Trustees regarding Equity Action Plan implementation, including review of outcome measures, and as necessary, guiding policy.
*Update coming soon! Please refer to the Reporting Schedule near the top of the page to find out when an update for this measure will be available.*
Achievement Gap – Is the disparity in academic performance between groups of students related to grades, standardized-test scores, dropout rates, and college-completion rates.
AP – Advanced Placement Program is a cooperative educational endeavor between secondary schools to accelerate learning by exposing students to college-level material through involvement in an Advanced Placement course at their high school. AP then gives students the opportunity to show that they have mastered the AP course by taking an AP exam. Colleges and universities grant credit, placement or both to students who have completed AP.
CTE – Career and Technical Education are programs that add value to the high school experience and prepare students for success. These programs provide a rigorous, stimulating curriculum that engages and motivates students; provide opportunities for students to acquire and practice 21st century skills; and prepare students for success in college, high-skill careers, and life.
Culturally Responsive Teaching – Culturally responsive teaching is about cultivating an open attitude while supporting the achievement of all students. In a culturally responsive classroom, effective teaching and learning occur in a culturally supported, learner-centered context, whereby the strengths students bring to school are identified, nurtured, and utilized to promote student achievement.
Disproportionality – Disproportionate representation, or disproportionality, refers to the over- or under-representation of a given population group, often defined by racial and ethnic backgrounds, but also defined by socioeconomic status, national origin, English proficiency, gender, and sexual orientation, in a specific population category. A child’s race and ethnicity significantly influence the child’s probability of being misidentified, misclassified, and inappropriately placed in programs. Variables such as language, poverty, assessment practices, systemic issues, and professional development for teachers have been cited as factors that play a role in disproportionality.
Diversity – The presence of diversity indicates generally that many people with many differences are present in an organization or group. The sum of the ways that people are both alike and different. Diversity refers to socioeconomics, power, privilege, class, ethnicity, language, gender, age, ability, and sexual orientation and all other aspects of culture.
Dual Credit – Dual Credit allows students to enroll in a course at Truckee Meadows Community College (TMCC), Sierra Nevada College (SNC), Western Nevada College (WNC), o the University of Nevada Reno (UNR) and receive both high school and college credit. Approval for credit at other secondary institutions has not been approved by the Board of Trustees.
ELA – English Language Arts. Literacy instruction for the ability to use reading, writing, talking, listening, and viewing to learn subject matter in a given discipline or content in order to become independent learners by using appropriate skills with each reading assignment and in each discipline.
ELPA – English Language Proficiency Assessment is an annual assessment required by the ESSA to assess for English proficiency in the four domains of speaking, listening, reading, and writing for students identified as English Learners (EL).
Equity – Equity means that every student is provided the support and resources they individually need to accomplish the same end-goal; graduation and college- and career readiness. The end-goal for all students is the same, but the process to get there differs.
ESSER – Elementary and Secondary Schools Emergency Relief Funds (ESSER) funds are sponsored by the United States Department of Education and are intended to provide school districts and charter schools with emergency relief and recovery funds to address the impact of COVID-19. WCSD has received three ESSER grants.
ESSER I – Coronavirus Relief Aid and Economic Security Act (CARES) - The CARES ACT of 2020 provided school districts with the Elementary and Secondary Education Emergency Relief (ESSER I) Fund to address the immediate impact that COVID-19 had on schools. WCSD’s allocated and competitive applications supported teachers and long-term subs to help with social distancing requirements and providing interventions; homeless student liaisons and social workers to provide basic needs; on-line curriculum, teacher professional learning in distance education, wrap around services, and reimbursement of some costs associated with distance learning packets for the 4th quarter of SY 2019-20. WCSD was also required to provide services to non-profit private schools and district-sponsored charter schools. Costs for private and charter schools included personal protective equipment, deep cleaning, distance learning programs, and certified teachers. The state of Nevada was awarded $182,918,831 in CARES funding. Of that, WCSD was awarded $11,208,374. All ESSER I funds must be spent by September 30, 2022.
ESSER II – Coronavirus Response and Relief Supplemental Appropriations Act (CRRSA) - The CRRSA Act provided school districts with the Elementary and Secondary Education Emergency Relief (ESSER II) Fund to address recovery from the impact the COVID-19 pandemic has had on schools. This included closing opportunity gaps for students who have been traditionally underserved; safe, efficient, and equitable re-opening of school buildings; access to technological capacity for educators, students, and families; social and emotional support; access to high quality professional development; access to high-quality instructional materials; support of parents, families and communities; and access to adult education. The state of Nevada was awarded $429,590,194. Of that, WCSD was awarded $34,836,233. All ESSER II funds must be spent by September 30, 2023.
ESSER III – American Rescue Plan Act (ARP) - The American Rescue Plan Act of 2020 provides school districts with the Elementary and Secondary Education Emergency Relief (ESSER III) Fund to address recovery from the impact the COVID-19 pandemic has had on schools. This includes assisting schools to return safely to in-person instruction, sustain safe operations of schools, address the academic, social, emotional, and mental health impacts of the COVID-19 pandemic, implement accelerated learning, provide social and emotional health services, provide programming to address the unique needs of students most impacted by the pandemic, maintenance, health/ventilation/air conditioning systems, technology, and other activities necessary to maintain operation of services. The state of Nevada was awarded $965,504,870. Of that, WCSD was awarded $77,282,787. All ESSER III funds must be spent by September 30, 2024.
Guest Teachers – Guest Teachers are individuals who served as substitute teachers by providing a safe and supportive environment for students entrusted in their care. They play a vital role in enabling us to maintain continuity of student academic achievement, thus maximizing the potential of each child passing through our doors.
IB – International Baccalaureate. The IB Program is recognized as a world‐class college preparatory program. Students are challenged to become independent inquirers through a rigorous curriculum that emphasizes the global nature of learning. The IB philosophy encourages students to become knowledgeable, inquirers, thinkers, communicators, principled, open-minded, caring, courageous, balanced and reflective individuals.
MTSS – Multi-Tiered Systems of Supports is a comprehensive framework that supports all students with academics, positive behavioral interventions and supports (PBIS), social and emotional learning (SEL), and restorative practices (RP). The MTSS process requires collaboration with many members of the educational community.
Restorative Practices – Encompasses a range of practices that focuses on strengthening relationships, building community, and addressing issues before they become bigger problems. The focus of the Washoe County School District is prevention oriented. We want to build capacity and social capital using Restorative Approaches in the everyday settings of community life: schools, classrooms, after-school, and workplaces; anywhere that people come together to work, learn, or play.
SBAC – Smarter Balanced Assessment Consortium. Statewide evaluation of student performance in English language arts/literacy, and mathematics. The results of this assessment assist educators in identifying students’ academic strengths and weaknesses. Each content area summative assessment is composed of two tests, a computer adaptive test, and a performance task.