1-16-18 agenda regular board meeting

PERSHING COUNTY SCHOOL DISTRICT BOARD OF TRUSTEES REGULAR MEETING AGENDA

TUESDAY, JANUARY 16, 2018 – 5:15 p.m. PERSHING COUNTY SCHOOL DISTRICT OFFICE, 1150 Elmhurst Avenue, Lovelock, NV Agenda Items may be heard out of order. Items may be combined or removed from the agenda at the discretion of the chair.

1. CALL TO ORDER – (Action)

2. PUBLIC COMMENTS (This period is devoted to comments and discussion by the general public. No action may be taken upon amatter raised under this section until the matter has been properly placed on an agenda for action. Public comments are limited to 3 minutes

per person.) – (Discussion)

3. ADJUSTMENTS TO AGENDA – (For Possible Action)

4. BOARD ORGANIZATIONa) Presidentb) Clerkc) NASB Director/Legislative Representatived) NASB Alternate Representative (Individual or Position)e) Recreation Board Representativef) Debt Management Committee Representativeg) District Safety Committeeh) District Wellness Committeei) District Technology Committeej) Site Council Representatives: Elementary Schools, Middle School, High Schoolk) Attendance Advisory Board (appointed by President)l) Chamber of Commerce/Economic Development Committee – Ex Officio, Non-Voting Representativem) Post-Secondary Advisory Committee

(For Possible Action)

5. CONSENT AGENDA- Items listed under the Consent Agenda will be voted on as a block. Any member of the board or any citizenmay request that an item be withdrawn from the Consent Agenda, discussed, and acted upon separately during this meeting. Items for theconsent agenda are:

a) Approval of Minutes for Regular Board Meeting December 18, 2017b) Approval of Vouchersc) Monthly Business and Enrollment Reportsd) Notices of Religious Exemptions from Immunizations – School Nurse Deborah Pontiuse) Removal of Items from Inventory and Equipment Disposal- Electronicsf) Retirement: 6/30/18 Dave Pollard, Coal Canyon High School Administrator and Learning Center

Coordinator (For Possible Action)

6. STUDENT BODY REPRESENTATIVES – SCHOOL ACTIVITIES UPDATE- (Discussion)

7. OLD BUSINESSa) Capital Projects Update- PCHS Track & Field Project

8. NEW BUSINESSa) Approval of 2017-2018 PCSD Calendar- Superintendent Fechtb) Annual Approval of Indian Policies and Procedures for Impact Aid Compliance for P.L. 874 Applicationc) Annual Review of District and School Performance Plans (DPP & SPP)- Special Education Director &

Special Programs, Marian Nelson(For Possible Action)

9. PRINCIPALS’ REPORTS (updates to submitted written reports) – (Report)

10. SUPERINTENDENT’S REPORT (update on District activities since December 18, 2017 Boardmeeting, including any recently received Legislative information) – (Report)

11. NEVADA ASSOCIATION OF SCHOOL BOARDS (NASB) DIRECTOR’S REPORT- Joe Crim(Discussion)

12. PUBLIC COMMENTS (This period is devoted to comments and discussion by the general public. Noaction may be taken upon a matter raised under this section until the matter has been properly placed on an agenda for action. Public comments are limited to 3 minutes per person.) – (Discussion)

13. IMPORTANT FUTURE DATESa) Next Regular Board Meeting- Tuesday, February 20, 2018- 5:15 p.m. - (Discussion)

14. ADJOURNMENT – (Action)

THE BOARD OF SCHOOL TRUSTEES RESERVES THE RIGHT TO REVISE THE ORDER OF CONSIDERATION OF THE AGENDA ITEMS. “ACTION” ITEMS DENOTE THOSE, WHICH MAY REQUIRE FORMAL DECISIONS BY THE BOARD OF SCHOOL TRUSTEES. MEMBERS OF THE PUBLIC WHO ARE DISABLED AND REQUIRE

SPECIAL ACCOMMODATIONS OR ASSISTANCE AT THE MEETING ARE REQUESTED TO NOTIFY SUPERINTENDENT RUSSELL FECHT IN WRITING AT P.O. BOX 389, 1150 ELMHURST AVENUE, LOVELOCK, NEVADA 89419, OR BY CALLING AT 775-273-7819 PRIOR TO THE MEETING DATE

The support materials to this agenda are available by contacting Colby Burke, Board Secretary, at the Pershing County School District Office, 1150 Elmhurst Avenue, Lovelock, Nevada 89419 (775) 273-7819

THIS AGENDA HAS BEEN POSTED AT THE FOLLOWING LOCATIONS: January 10, 2018 In Lovelock, Nevada Posted at: Pershing County School District Office - 1150 Elmhurst Avenue

Pershing County Courthouse - 400 Main Street, U.S. Post Office – 390 Main Street, City of Lovelock Offices – 400 14th Street, Mailed to: Imlay Elementary School, Imlay Post 0ffice, and Grass Valley Fire Station, at the District Website: www.pershing.k12.nv.us, and at the Nevada Notices

Website: https://notice.nv.gov. POSTED BY: Colby Burke - Colby Burke, Board Secretary

2018

Board Member Representation:

President – Walter Brinkerhoff

Clerk – Shayla Hudson

NASB Director/Legislative Representative – Joe Crim

NASB Alternate – Shayla Hudson

Recreation Board Representative – James Evans

Debt Management Committee Representative – Walter Brinkerhoff

District Safety Committee – Michael Mancebo

District Wellness Committee – Michael Mancebo

District Technology Committee – Michael Mancebo

District HIV/Reproduction Committee- Michael Mancebo

Site Council Representatives: Elementary Schools – James Evans Middle School – Shayla Hudson High School – Shayla Hudson

Attendance Advisory Board (appointed by President) – Walter Brinkerhoff

Chamber of Commerce/Economic Development Committee – Ex Officio, Non-Voting Representative -- None

Post Secondary Education Advisory Committee – Joe Crim

Nevada Association of School Boards Post Office Box 14855 Reno, NV 89507-4855 Office Telephone 775/657-8411 Visit our website www.nvasb.org Federal ID 88-0099019 A 501 (c) (3) not-for-profit Nevada Corporation

Supporting Success for All Students through Local School Board Leadership

Before January 24, 2018, or at your earliest convenience, please return this completed form to Dotty Merrill at [email protected] or Lauretta Young at [email protected].

School District PERSHING COUNTY SCHOOL DISTRICT

Date Form Completed JANUARY 16, 2018

Name of Person Completing Form COLBY BURKE- BOARD SECRETARY

His/Her Telephone Number (775)273-7819

2018 Board President/Chair WALTER BRINKERHOFF

2018 Board Clerk/Vice President SHAYLA HUDSON

2018 NASB Director JOE CRIM

2018 NASB Alternate Director SHAYLA HUDSON

2018 Board Legislative Representative JOE CRIM

asset tag Device make/model serial number

A50359 computer Dell Optiplex 520 F430D91

A50069 computer Dell Optiplex 520 6630D91

A50069 computer Dell Optiplex 520 HmvNmc1

computer Dell Optiplex 520 H430D91


A50380 computer Dell Optiplex 520 D730D91

A50372 computer Dell Optiplex 520 D630D91

computer Dell Optiplex 520 J630D91

computer Dell Optiplex 520 Dzs7D91

computer Dell Optiplex 520 D430D91

computer Dell Optiplex 520 Czs7D91


computer Dell Optiplex 520 60DyyB1



A50396 computer Dell Optiplex 520 D14cm91

A50258 computer DELL XPSGEN4 B64JPFR8HTK8QPQQ2T3QTMRDG

A50559 computer DELL OPTIPLEX 755 G9PRBF1

P20903 computer DELL OPTIPLEXGX280 F632Y7TYR6988MM3Q2VXR23WB

P21985 PRINTER HP OFFICEJET 7310 ALL IN ONE MY6B6B330N‐Q5841‐60225‐1234

P22557 LAPTOP DELL VOSTRO 1400 FPHP6‐66M8R‐WM36P‐7YR9P‐3V

A50262 LAPTOP DELL INSPIRON XB8TH‐X3672‐W6H2B‐GRGXY‐CG8

P23680 PRINTER HP CNF9BCX2RY

MONITOR DELL MX‐05W540‐46634‐349‐19EU

A50204 computer DELL OPTIPLEX GX270 C7TGH‐RQ9BK‐P6K6D‐B628P‐9RJQ

P23490 PRINTER LEXMARK 9.43001E+20

P22832 computer Dell Optiplex 360 3T1MJG1

middle school VCR Mitsubishi HS‐U795 015488M

MS‐1009 VCR Zenith S95006999

P22549 computer Dell Optiplex 330 FKJTOG1

computer I Outside Processor 100060

P22836 computer Dell optiplex 360 3T1RJG1

A 50105 MONITOR Dell CN‐04P121‐47804‐39R‐L3JQ

P20537 computer I Outside Processor DFS802012M 093 093

C‐181‐20 computer I Outside Processor DFS802012M 093 067

P22592 computer dell optiplex 330 6K2FMG1

P20277 printer Hp laserjet 1200 CNBJB67622

PCMS MONITOR Dell CN0N81764760967HFGX4

P21294 MONITOR Dell CN‐OY4299‐71618‐5SE‐BECS

P23085 Projector Promethean 69Y08205

P20490 MONITOR NEC 2Y07312TA

P20483 MONITOR NEC 2Y07311TA

P22606 printer HP Deskjet 6940 MY85KCS63M

computer Dell Optiplex 360 3T1SJG1

P21295 MONITOR Dell CN‐0Y4299‐71618‐5SE‐BEEW

A 50246 PRINTER HP color laserjet 3500 CNBRK24109

A 50063 MONITOR Dell CN‐04P121‐47804‐396‐CAUZ

A 50124 MONITOR DELL CN‐04P121‐47804‐390‐L8F4

computer DELL OPTIPLEX GX270 5LSXP51

A 50151 computer DELL OPTIPLEX GX270 CC494‐X9J9Q‐44JQ3‐PGJ7V‐B9PQ

computer DELL OPTIPLEX GX330 1LJT0G1

COOLER MASTER ORION BFGR73256GTOCE

A 50370 COMPUTER DELL OPTIPLEX 745 XG2J2‐3Q37D‐76987‐FGMFW‐W9

A 50450 computer DELL OPTIPLEX 745 HKQ4Y‐BYPWF‐BGWQ2‐M4T94‐JQ

A 50474 computer DELL OPTIPLEX 745 FYX28C1

A 50451 computer DELL OPTIPLEX 745 54Y28C1

MONITOR DELL E171FPB

PRINTER HP DESKJET 952C MY02S15006

PHONE PANASONIC DBLC077446

A 50273 computer DELL OPTIPLEX GX280 J7SCP71

MONITOR DELL CN‐ORY979‐74261‐84R‐85OS

A 50008 computer DELL OPTIPLEX GX270 8CQJC31

A 50327 computer DELL OPTIPLEX GX520 FXF4T81

P22599 computer DELL OPTIPLEX 330 GK2FMG1

A 50111 MONITOR DELL CN‐04P121‐47804‐39R‐L3J2

MONITOR DELL CN0N81764760967HFGX6

P22350 MONITOR HP72 CN12232623

P20028 PRINTER HP DESKJET 940C 3‐1200‐00011‐4396

P22550 computer DELL OPTIPLEX 330 FB4M4‐F7H4M‐QHBP7‐K7628‐HR

HS‐1147 PRINTER HP DESKJET 932C MY060150RM

P21615 PRINTER HP DESKJET 6122 MY4C73B0KQ

P23469 computer DELL OPTIPLEX GX270 48FFP51

A 50199 MONITOR DELL CN‐0M1609‐46633‐456‐43VS

P22545 computer OPTIPLEX 330 GYKXM‐4TBQK‐BQ3KX‐2FXRX‐7T8

computer DELL OPTIPLEX 260 BQ17N11

P22591 computer DELL OPTIPLEX 330 5K2FMG1

PRINTER HP DESKJET 6540 MY4903R16P

P22833 computer DELL OPTIPLEX 360 3T1NJG1

ES‐1153 PRINTER DESKJET 840C MY0771B2YM

P20021 PRINTER HP DESKJET 960C MY1B71C326

P23199 SCANNER EPSON GR9W208917

P20855 PRINTER HP DESKJET 5650 MY45A4N0ST

P21635 MONITOR OPTIQUEST Q4A063143045

P22493 MONITOR VIEWSONIC Q85074160302

P20740 PRINTER HP CN38R222WN

P23258 LAPTOP ACER LUS680D0509342E18E1601

P23253 LAPTOP ACER LUS680D0509342F6171601

A 50390 LAPTOP DELL INSPIRON CQ6JH‐P87G6‐Q8HRY‐292C4‐2FHR

P24271 PRINTER HP LASERJET1320N CNHC57D0ML

P20586 SCANNER HP SCANJET 4570C CN2AST50V7

A50113 MONITOR DELL CN‐04P121‐47804‐39R‐L3QT

SCANNER EPSON GR9W208921

ES‐1006 PRINTER HP USJC066707

Promethean 69X17497

NEC NP400 9702783FJ

P23124 ELMO TT‐02RX 461403

PERSHING COUNTY SCHOOL DISTRICT

INDIAN POLICIES AND PROCEDURES 38-NV-88E1006

A. Not less than once a year there shall be a school board meeting at which tribal officials and parents of Indian children shall have the opportunity to comment on:

1. Participation of Indian children on an equal basis in the educationalprogram;

2. The P.L. 874 application, evaluations of educational programs andplans for educational programs;

3. The planning and development of educational programs assisted withP.L. 874 funds; and

4. The overall needs of Indian children; ways parents can assist theirchildren to benefit from educational programs and the overalleducational program.

B. Annually Pershing County School District will review and respond to any data, comments from parents, and comments from Tribal officials, to assess the extent of equal participation in the educational program by Indian students.

C. If necessary, task forces will be established to prepare a modified educational program to ensure equal participation in the program by Indian children.

D. When available the Pershing County School District will send to parents of Indian children a summary of the following:

1. The P.L. 874 Impact Aid application;2. Evaluations of educational programs; and3. Program plans.

A note will be attached informing the parents that the complete documents are available for review by interested persons.

E. Annually school personnel will review Indian input, School Board action, and modify as necessary the required P.L. 874 Indian Policies and Procedures.

Readopted: 1/16/18

Nevada Department of Education April 2013

Pershing County School District Performance Plan

1150 Elmhurst Ave. P.O. Box 389

Lovelock, NV 89419 775 273-7819

Russell Fecht, Superintendent

For Implementation during the following years: 2017 - 2018

Due for Superintendent review and recommendation to the board / Dec. 15, 2017

District Vision or Mission Statement The Board of Trustees believes each student should be accepted into the educational program, as he/she is. That he/she should be provided with a stimulating environment and opportunities that will effect continuing satisfactory adjustment to life. Application of this philosophy shall provide environment and opportunities to each student within the bounds of his/her capacity as can be provided by the financial limits of the school district.

Members of District Team Russell Fecht SuperintendentShayla Hudson School Board Member Thomas Brooks High School Principal Shea Murphy Middle School Principal Theodore Wells Elementary Principal Marian Nelson Special Programs / Special EducationValdine McLean Teacher High School Kristy Dominguez Teacher Middle School Alyson Collins Teacher Elementary SchoolLisa Moura Parent Representative

PCSD District Performance Plan 17-18

Nevada Department of Education April 2013 format

2

COMPREHENSIVE NEEDS ASSESSMENT DATA REVIEWED & ANALYZED:

In addition to statewide assessments, check all district data reviewed and analyzed in preparation and development of the District Plan.

District Data for General Education English Language Learner (ELL) Data Special Education Data

X Statewide Assessments X Formative Assessments X Interim Assessments X Summative Assessments SAT/ACT Assessments X Graduation Rates X Attendance Data X Fiscal Resources X Teacher/Administrator Observation Data Stakeholder Focus Group Information X Nevada Comprehensive Curriculum Audit Tool for District (NCCAT-D) X Student Demographic Data X Stakeholder Survey Information X Family Engagement Data X FRL Achievement Gap Data X “Super-group” Achievement Gap Data X Coordination of Services for FRL, ELL, and/or IEP students X Other: Principal & Teacher Focus group, teacher surveys, parent surveys, superintendent and school board President interviews

X Service Delivery Models X Content/ESL Staffing & Trainings X Policies & Procedures X Parental Involvement X Monitoring Former ELLs (exited less than two years) X AMAOs/ELPA Analysis X Comparison of ELPA with other Assessments (i.e., CRT, MAP, Proficiency, etc.) X Achievement Gap Data (i.e., graduation rates, attendance, interim test scores, etc.) Other: _________________________

X Nevada Alternate Assessment (NAA) X Achievement Gap Data X Individualized Educational Programs (IEP) X Service Delivery Model X Special Education Procedures – District wide X IEP Team Membership/Attendance X IEP Compliance X Approaches to Testing Accommodations X Special Ed Staffing &Professional Development X Availability of Curriculum for IEP Students X Special Ed Policies & Procedures Other: ____________________________



3

RESULTS FROM DATA ANALYSIS: Identify the data sources or evidence that supports the statements made in the narratives under Areas of Strength and Areas of Concern.

Areas of Strength

The district communicates clearly defined elements of allocation and protection of instructional time in all core content areas, PK-12, and monitors to ensure policy implementation.

The district consistently implements an intervention and enrichment system to ensure that all students receive the assistance they need to reach proficient or advanced performance levels. In addition, interventions are designed with student and parent input and planned to meet individual student goals.

The district routinely provides differentiated professional development to help all instructional staff acquire the knowledge and skills needed to provide effective instruction to all students. In addition, any teacher who is not effectively delivering instruction receives additional individualized coaching/mentoring.

The district provides all administrators and teachers with an easy way to input and access data into a district-level data system to update and obtain information on student performance.

The district consistently provides rapid turnaround of accurate data reports and opportunities for further data queries as needed to clarify or interpret findings.

The district routinely and clearly communicates ongoing assessment results for the district, schools, and subpopulations in a manner that is easily understood by all stakeholders. In addition, reports are customized to the needs of users (administrators, teachers, and parents) according to their role in supporting student achievement.

The district assists all schools in using the results of formative, benchmark, and summative data to develop effective performance plans. In addition, the results are examined for trends over time and used strategically for district decision making.

The district provides technical assistance to all schools and takes responsibility for prompt intervention to help improve student performance. In addition, the district is proactive in anticipating school needs and provides support before schools are identified for improvement.

District leaders ensure alignment of the needs and goals of the school performance plans with the district plan and develop systemic solutions for cross cutting needs.

District leaders and the local governing board demonstrate consistently positive working relationships with each other and with multiple stakeholder groups. In addition, the district leaders and the local governing board are proactive at anticipating challenges and establishing criteria for decision-making before tackling complicated issues.

The local governing board establishes general policy direction that is carried out by district leadership, and rarely gets involved in day-to-day operations. In addition, the local governing board is supportive of operating decisions made by district staff.

District leaders consistently support a safe and orderly environment conducive to student achievement. In addition, the district offers professional development on topics related to maintaining safe and orderly environments to all educators.



4

Areas of Concern

The district shall implement a process to monitor fidelity of implementation of curriculum, evaluate the effectiveness of the curriculum, and

revise and update the curriculum as needed. The district shall ensure the existence of a vision of quality student work in core content areas developed with input from all instructional

staff at the district’s schools. The district shall improve the coordination of instructional staff common planning time across all grade and content levels, and ensure that

this time is used to discuss and improve instruction based on shared data analysis. The district should expand a district wide assessment system in core content areas with formative, interim/benchmark, and summative

measures, along with progress monitoring tools for most grades. The district shall enforce a system of personnel evaluation that holds all staff accountable for their roles and responsibilities in helping

students achieve.



5

INQUIRY PROCESS What are the causes/factors in the areas of Curriculum & Instruction, Assessment & Accountability, and/or Leadership that may impact or impede student

achievement for each priority need, and what are the solutions/strategies that will address each priority need and the underlying causes/factors? PRIORITY NEEDS/GOALS: Based on the review and analysis of the district’s data (including the NCCAT-D, if available), identify at least 1 and no more than 3 priorities (goals) that focus on the specific achievement gap(s) identified for the district.

Root Causes: List as many causes as necessary for each priority need(Example: no common district-wide curriculum or assessment system, ineffective teaching strategies)

Solutions (Strategies):

PRIORITY NEED/GOAL 1 Curriculum & Instruction

Ensure implementation of a district wide curriculum that is aligned with state standards and effective in helping all students achieve proficiency.

Gaps in student functional achievement contribute to lower test scores

Economic and transient levels of students impact learning

Lack of student and parental knowledge/awareness of high-stake testing

Remediation needed for at-risk student population

Lack of consistent common planning time for district’s core teachers

Consistent classroom observations and teacher evaluation system

Increase student literacy by expanding vocabulary across the curriculum

Continue K-8 interventions for LEP, IEP, and other low achieving students

Improve school-parent communication Identify all curriculum materials used in all

classrooms / grades

Align all core curricula to reflect cognitive level indicated in the state standards

Monitor the fidelity of implementation of curriculum several times a year in all core classes

Document curriculum monitoring through observations and teacher evaluations

Routinely evaluate the effectiveness of curriculum materials used in core classrooms

Revise and update curriculum used in core classrooms as needed

Coordinate dedicated common planning times for teacher collaboration



6

PRIORITY NEEDS/GOALS: Based on the review and analysis of the district’s data (including the NCCAT-D, if available), identify at least 1 and no more than 3 priorities (goals) that focus on the specific achievement gap(s) identified for the district.

Root Causes: List as many causes as necessary for each priority need(Example: no common district-wide curriculum or assessment system, ineffective teaching strategies)

Solutions (Strategies):

PRIORITY NEED/GOAL 2 Assessment & Accountability

Ensure that a district wide assessment system with multiple types of aligned measures are in place to monitor student growth, and hold administrators, teachers, and staff accountable for increased student achievement.

Improve consistent use of progress monitoring tools currently used in district

Improve task of identifying student deficit areas using current assessment results

Improve remediation effort within the regular classroom - reteach

Increase teacher collaboration and professional development

Nevada requirement to switch curriculum alignment to Nevada Academic Content Standards

Student complacency and lack of personal goal setting, and lack of understanding as to school accountability

Lack of parental understanding as to importance / ramifications of state assessments

Align all core curricula to reflect cognitive level indicated in the state standards in relationship to state assessments

Identify methods to document interim benchmark assessments used to identify student growth patterns in all core classes

Document curriculum and interim assessments used to measure growth through observations and teacher evaluations

Routinely evaluate the effectiveness of curriculum materials and assessment methods used in core classrooms

Revise and update method of interim assessments used in core classrooms

Identify methods to hold all staff accountable for student achievement

Improve data analysis and teacher communication across grade and content levels

Commitment to ongoing teacher collaboration

Improve communication with community stakeholders and parents



7

ACTION, MONITORING & EVALUATION PLAN DESIGN PRIORITY NEED/GOAL 1: List the action steps to implement the solutions/strategies for each priority need, as well as the timeline, resources, and the entity responsible for the action steps. Also identify the monitoring plan implementation evidence, the timeline for collecting the data, and the person or position responsible for ensuring the action steps occur. For the evaluation, provide the results of the implemented action step.

Identify an Area of Focus: Curriculum & Instruction

PRIORITY NEED/GOAL 1: Ensure implementation of a district wide curriculum that is aligned with state standards and effective in helping all students achieve proficiency.

Measurable Objective 1: Teachers will expand their instructional delivery strategies in alignment with state standards to meet the needs of all learners, particularly sub population groups of LEP, IEP, and FRL, as evidenced by increased district-wide accountability assessments, high school end of course exams, and improved high school graduation rate from the FY2016 rate of 83.33%.

PN/Goal 1 Action Plan Monitoring Plan Evaluation Plan

Action Steps to implement the solutions/strategies

Resources Needed for Implementation (people, materials, professional development, funding source)

Timeline & Person or Position Responsible for implementing action steps.

Evidence of Implementation: Information (Data) that will verify the action step has occurred.

Timeline & Person or Position Responsible (Who in your district will ensure these action steps happen?)

Results of action step implementation.

1. Staff will participate in professional development opportunities which reinforce coordination of classroom curriculum with state content standards in the area of math, ELA

NNRPDP facilitator

General funds

School improvement funds as available

NNRPDP facilitator

In-house peer teacher collaboration

Staff sign in sheets

Pre-post survey

NNRPDP facilitator

Building principals

Improve alignment of district curriculum with state content standard expectations

2. Provide teacher/staff collaboration time to improve horizontal and vertical alignment of curriculum and grade level integration of the state content standards

Each building principal provide teacher collaboration time within yearly schedule

Building principals Staff sign in sheets

Building principals Develop more effective / cohesive teaching strategies

3. Identify at-risk student needs according to district and state assessment methods and remediate math & ELA, through small group instruction, tutoring, intervention blocks, and after school programs

Building principals

and staff

School improvement funds available

General funds

Building principals

and staff

Staff meetings to analyze data, coordinate intervention methods

Building principals Improve academic levels of at-risk population, provide extra help to students where academic gaps are identified



8

4. Utilize MAP and/or formative assessments to track student functional achievement levels and growth patterns

Building principals and staff

Title IV funds or other school improvement funds

General funds

Building principals

and staff

Pre and Posttest grades K-10, fall and spring


Identify areas of need and student strength and weakness. Improve academic levels of all students.

5. Support School Improvement initiatives at PCMS with intervention and remediation programs to improve outcomes for non-proficient students, especially sub-groups of ELL, IEP, FRL

District administration and staff

Counselor

NNRPDP facilitator

Additional training for staff, ELA & Math standards and curriculum alignment

Test score analysis

Building principal PD sign in sheets

MAP scores

State dictated test scores


Counselor

NNRPDP facilitator

Adequate school performance

6. Support math and literacy enrichment and remediation opportunities at the middle, and high school through credit recovery programs, proficiency classes, alternative education, and online class access

Building principals and staff. Special services coordinator for summer credit programming

Title V

School Improvement funding

Building principals

and staff

Special services coordinator

Student attendance and completion rates in remediation program opportunities and credit recovery classes

Building principals

and staff


Reduce retention, reduce HS credit deficient students, increase HS graduation rate, increase graduation rate, decrease dropout rate

7. Identify grade level and core subject area curriculum used district-wide and assure alignment with state content standards in math/ELA ; including vertical and horizontal alignment of curriculum to meet the needs of students.

District teachers identify primary materials used in their classes and identify correlation with standards

Purchase PlanBook.com for teachers

Funding needed

Building principals


Curriculum / standards alignment per lesson plans, teacher observation and evaluation

Lesson planning using PlanBook.com

Building principals


Improve alignment of district curriculum with state content standard expectations

Improve student achievement scores



9

8. Ensure transparency of all district improvement efforts: Student achievement data, curriculum alignment to standards, school remedial programs, and district budget to all stakeholders


Share test results with parents

Post reports on website

Board meetings

Parent login to Student Information System

NV-District Report Card annual


Evidenced with district website information, board agendas, parent mailings


Improve communication with stakeholders

9. Support HS initiative to reduce at-risk behaviors among student population

Building principal, athletic director, counselor

Building principal Surveys distributed to students twice each year

Monitor results of NIAA screening

Building principal, athletic director, counselor

Reduce at-risk behaviors

Reduce dropout rate

10. Support Project Aware Initiative in providing a safe and respectful environment and promote the behavioral and mental health of our students through prevention efforts.


Project Aware grant / coordinators and counselors



Reduce at risk behaviors and create positive school climate district-wide

Multi-year plan



Data collection and results

Reduce at-risk behaviors and improve mental health climate within the schools

11. Support district schools as they implement elements of Positive Behavioral Interventions & Supports (PBIS)



Reduce at risk behaviors and create positive school climate district-wide so students can achieve social, emotional and academic success

Multi-year plan district-wide


Data collection and results

Reduce at-risk behaviors and improve school climate



10

ACTION, MONITORING & EVALUATION PLAN DESIGN PRIORITY NEED/GOAL 2: List the action steps to implement the solutions/strategies for each priority need, as well as the timeline, resources, and the entity responsible for the action steps. Also identify the monitoring plan implementation evidence, the timeline for collecting the data, and the person or position responsible for ensuring the action steps occur. For the evaluation, provide the results of the implemented action step.

Identify an Area of Focus: Assessment & Accountability

PRIORITY NEED/GOAL 2: Ensure that a district wide assessment system with multiple types of aligned measures is in place to monitor student growth and hold administrators, teachers, and staff accountable for increased student achievement.

Measurable Objective 1: Students, grades 3-10, in the district will increase proficiency target on MAP testing in all areas by 5% from the 16-17 school year, 43.21% overall average.

PN/Goal 2 Action Plan Monitoring Plan Evaluation Plan

Action Steps to implement the solutions/strategies

Resources Needed for Implementation (people, materials, professional development, funding source)

Timeline & Person or Position Responsible for implementing action steps.

Evidence of Implementation: Information (Data) that will verify the action step has occurred.

Timeline & Person or Position Responsible (Who in your district will ensure these action steps happen?)

Results of action step implementation.

1. Identify methods to document curriculum used and interim benchmark assessments used to identify student growth patterns in all core classes


Coordination of student functional level, curriculum, lesson plans, and standards

General fund


Lesson planning using PlanBook.com

PD sign in sheets Principal observations


All teachers can identify daily teaching objective w/identified standard in core subject area

2. Ensure district wide cohesiveness of classroom observations and teacher evaluations

Building principals Building principals / per district policy and/or teacher’s union agreement concerning method of teacher evaluation

Completion of teacher evaluations

Building principals; annually or per district procedure

Monitor of teacher effectiveness / accountability

3. Identify methods to hold all staff accountable for student achievement

Building principals Building principals / per district policy and/or teacher’s union agreement concerning method of teacher evaluation

Completion of teacher evaluations

Building principals; annually or per district procedure

Monitor of teacher effectiveness / accountability / Nevada Education Performance Framework (NEPF)



11

4. Improve district

communication with community stakeholders and parents

District administration and all staff

Mailings, newspaper articles, website information, parent nights, parent conferences, phone text updates


Sign in sheets at school conferences, parent survey


Improve school and stakeholder collaboration

5. Support high school initiative to continue adjustment of curriculum and methods within math, ELA, and science to address alignment to standards with End of Course Exams and College and Career Readiness exit exam


Support Implementation of HS Accreditation goals and objectives 2013-18 plan

HS principal and staff Test scores from State Standards Exams Test data disaggregated by subject Test data specific to the ELL & IEP subgroups (if possible) MAP Data – beginning and end of the year disaggregated by subject and subgroup Team meetings, classroom data assessment, both inter‐ and intra-departmental ELA specific meetings cross curricular to

align writing format (Constructed Response)

HS principal and staff Increase HS graduation rate, decrease dropout rate

6. Support middle school initiative to implement an ELA curriculum spanning 6,7,8th grades

District administration and middle school staff

Support funding for implememntation and training for teachers

MS principal and staff Lesson planning using PlanBook.com

PD sign in sheets Principal observations

Student work and performance


All teachers can identify daily teaching objective w/identified standard in core subject area



12

COORDINATION OF TITLE I FUNDS WITH OTHER PROGRAMS: Provide the sources of funds your district is currently receiving and identify the purposes for which those funds are spent. Sources of funds include Title I and Focus School Improvement, as well as other programs that the district coordinates and collaborates with such as Title II, Title III, Migrant, Immigrant, Neglected & Delinquent, 21st Century After school Programs, Gear Up, IDEA, McKinney-Vento/Homeless, Head Start, state-funded Pre-Kindergarten, and other state-funded programs, etc. Complete the table belowSource of Funds Receive these funds?

Y or N Amount Received for 2016-2017 School Year

Purposes for which funds are used (include targeted audience, specific activities, intended outcomes, etc.). Ensure these are allowable expenses under each identified grant or funding source.

Title I (K‐8) Y $162,482 School Improvement and Remedial Intervention

Title I – 1003(a) School Improve Y 0 Focus School Improvement Pershing Middle School

TitleID – Delinquent Y $46,182 School Improvement

AB 964 Class Size Reduction Y $179,230 Favorable Class Size K‐3

Title II‐A / Title V Innovation Y $33,545 Student Success, Technology, School Improvement

Title III Immigrant N 0 Resources for Intervention Activities

IDEA Part B – Local Plan Y $190,709 Special Education Student Support, Remedial

EC Special Education Y $9,161 Remedial Education, ESY Program & Personnel

Special Education Sp. Project N $9,154 Special Needs Project

Migrant Title I‐C Y $700 Remedial Education

USDE – Small Rural Schools Y $27,031 Supplies

Gear Up Y $48,920 Educational Exploration / Success

NV School Emergency Mgnt. Y $1,011 Safety

LSTA Y $19,098 Stem Lab

McKinney‐Vento N 0 Homeless Student Assistance

NV Preschool Funding Y $120,664 Early Childhood Education Comprehensive Plan

NNRPDP N 0 Professional Development

CTE Y $18,958 Career – Technical Education Programming

Gifted and Talented Funding Y $507 Technical Opportunities, Gifted Student Educational Opportunities

SB 504 PreK‐4 ELL Y $32,257 LEP Identification and Intervention

AB4 Full Day Kindergarten Y $302,842 Early Learning Continuum

Fresh Fruits & Veg. Program Y $16,517 Healthy Meals /Snacks – Good Nutrition

Substance Abuse Prevention Y 0 At‐Risk Prevention Activities

Carl Perkins Y $16,517 Vocational Education

School Climate Trans. Y $13,399 Counseling Resources

Project Aware Y $272,651 At Risk Intervention – District‐wide

Family Resource Center Y 0 Outreach Parenting Resources ‐ Community

School Lunch Match Y $665 School Lunch

Elem Counselor Y $50,000 Counseling Resources

Read by Grade Three Y $187,433 Literacy Initiative

Library Book Grant Y $802 School(s) Library Resource

Ed Tech/NV Ready Y $54,000 WAN

Teacher Supply Reimburse Y $3,549 $250 to reimburse Teachers for supplies

Turnaround Grant Y $13,396 School improvement – Pershing Middle School

Safe & Healthy Students Y 0 Pershing Middle School

Breakfast After the Bell Y 0 Imlay Elementary School



13

Summary of District Title I Services: BUDGET PLAN

Provide an overview of how the district will provide additional educational assistance to struggling students (e.g., RTI, Interventions, Supports, etc.). Describe (If applicable) of how teachers, in consultation with parents, administrators and pupil services personnel, in targeted assistance schools will identify the eligible children most in need of services: Elementary:

Focused interventions in math and reading are being implemented during the school day to all students at Lovelock Elementary School with an emphasis on the FRL, ELL, and IEP student populations

After school tutorial is provided for all at-risk learners, and optional for the higher achievers. In analyzing MAP data, teacher collaboration will be centered around horizontal and vertical alignment of the state content standards The school consistently keeps parents involved and informed of their student's educational process and how they can help their child be a successful

student through mailings, conferences, parent nights, parent resource room, and website information Provide teacher /staff support and training for use of integrated math strategies and concepts focus on the NACS implementation; including but not

limited to horizontal and vertical alignment of curriculum to meet the needs of students MAP refresher classes provided to vertically teamed teachers grades 3-8, and NEPF was introduced to teachers district wide K-3 Read by Three initiative and implementation Positive Behavior Interventions & Supports – PBIS program implementation year three

Middle School:

Interventions (called enrichment) have been embedded into the daily schedule for next year. There will be one focused on reading/ELA and one focused on Math rather than combined. These classes are remediation based.

Focused Intervention Program through a redesigned schedule to provide daily services in reading to target populations of FRL, ELL, and IEP students Noon time tutorial and after school tutorial will be available PASS (ProActive Student Success) is once again embedded but they will be a combined 6-7-8 grade level This class is designed more as a tutorial to

assist with daily assignments and study skills. Parents will be contacted with student test results and informed of the design of student interventions in math. Parent invitations to student celebrations

and family nights Additional training in ELA best practices with the Nevada Academic Content Standards (NACS), strategies, and assessments; aligning coursework with

the NACS ELA-curriculum integration and vertical mapping Attend annual Mega conference sponsored by the Nevada Department of Education attending breakouts focused on Nevada Academic Content

Standards (NACS) instructional strategies, ELL effective strategies, inclusion strategies, and strategies for children in poverty Summer credit recovery option for ELA/Math contingent on funding MAP refresher classes provided to vertically teamed teachers grades 3-8, and NEPF was introduced to teachers district wide Positive Behavior Interventions & Supports – PBIS program implementation year two The school is in the process of meeting NEPF Standard 4, Indicators 2 and 3 where students are given opportunities for self-monitoring and then taking

actions based on the self monitoring. Enrichment classes, PASS, and tutorials are a great location to embed these skills and it's a work in progress.

High School: Identify appropriate placement and needs for all students, based upon the results of Nevada Academic Content Standards (NACS) and other appropriate

tests and individual goals High school credit recovery options provided through alternative education center, online classes, and summer school. Summer programming IEP and LEP students are provided assistance per individual need as well as test accommodation per individual need. Team meetings / classroom data assessment, both inter‐ and intradepartmental ELA specific meetings with science and social studies staff members to align writing format (Constructed Response) across the curriculum All students in the district have access to the general curriculum with the least restriction available per their handicapping condition. The district ELL

teacher serves all students that qualify Positive Behavior Interventions & Supports – PBIS program implementation year one



14

Provide a general description of services to be provided to PK-12 students in each Title I served school: At elementary school level, parent conferences for all students are held at the end of the first nine weeks to help the parents understand their students’ progress and data. These will be fun, interactive trainings on how to work with students to successfully engage them in educational activities at home. The district interpreter is asked to attend family nights for our Spanish-speaking parents, and all school forms and communications are sent in English and Spanish. Parents also have access to their students' grades from their home computer through the district’s Student Information System with a link found on the district website. Three family nights are hosted that will provide parents with strategies to help their students succeed in school. Student intervention programs will extend beyond the school day with after school tutorial, targeting functionally at-risk learners in reading especially our ELL, IEP and FRL students. Extended school year summer-time instruction is provided to targeting functionally at-risk learners in reading especially our ELL, IEP and FRL students. Teacher and staff support and training will be provided for use of integrated ELA and math strategies and concepts focusing on the NACS implementation; including but not limited to horizontal and vertical alignment and mapping of curriculum to meet the needs of students. At middle school level, training in math, based on the NACS will be provided to math instructors. A focused intervention program will be implemented through a redesigned schedule to provide daily services in math and ELA to target populations of FRL, ELL, and IEP students. Increased technology in math class and math intervention will target populations of FRL, ELL, and IEP students. Teachers will receive training in use of technology in the math class. Pershing County Middle School will hold parent conferences at the end of the 1st and 3rd quarters, along with parent informational nights. Parent visitors are welcome in class at any time. When possible, the district interpreter (based at the elementary school) is asked to attend family nights for our Spanish-speaking parents, and all school forms and communications are sent in Spanish and English. Parents also have access to their students' grades from their home computer through the district’s Student Information System with a link found on the district website, and all class assignments for grades 6-9 are posted to the middle school website daily. Noon time tutorial and after school tutorial will be available. Two Parent University evenings are planned for parents that will include data discussions with the SST & Assistant in the fall and student led conferences in the spring. Parents will be kept informed of school celebrations and family nights through multiple methods: direct mailing, phone calls, notes sent with students, Remind 101 text notifications, Facebook, and website. Imlay Elementary School holds parent conferences for all student at the end of the first nine weeks to help the parents understand their students progress and data. We have 3 parent nights throughout the school year that have information on how to work with your student as well as fun activities for the families to share. These will be fun, interactive trainings on how to work with their students to successfully engage them in educational activities at home. Parents also have access to their students' grades from their home computer through their Student Information Login password. We will aslo be hosting three family nights that will provide our parents with strategies to help their students succeed in school. Teachers are highly involved in the assessment process from the organizing of assessments to the interpretation of results and in planning to address identified areas of weakness.With a very small population of students in grades K-5 at Imlay Elementary, the teacher and full time aide provide small group and individualized instruction.



15

Other Required Elements: All Title I districts MUST complete items 1 – 9. Title I District Requirements: Identify location or page

within the District Plan where this item is addressed, if applicable:

If requirement is not embedded or fully addressed within the district plan, identify the policies, practices and/or strategies the district employs to implement the Title I requirements.

1. Effective parental involvement and support

N/A Teachers will keep students informed of their progress. Parents will be provided with student district and state assessment results. Information about district activities, school announcements, and student grades and attendance is available through the district and schools’ websites in addition to the student information system. Periodic surveys are sent to parents in an effort to determine where improvement is needed within the schools and the district. High school, middle school, and elementary school ceremonies are organized and held throughout the year to recognize and celebrate student achievement in academic, athletic, and extra-curricular activities and participation. Quarterly honor roll and perfect attendance lists from all schools are published in the local newspaper along with articles featuring leadership events, classroom happenings, featured field trips and sports highlights, among others. Family involvement and community support is recognized as the foundation for student success in all district sponsored academic and extra-curricular programs. Cell phone text alerts available from district and schools.

2. District-wide coordination of professional development with programs under Title II

N/A The district supports professional development activities that promote excellence in teaching by sending teachers and administrators to conferences that enhance teaching methods and improve learning opportunities and instructional interventions for students in math, special education, reading, science, literacy, and social studies. Continuing and professional development opportunities are available to staff through Nevada Department of Education (NDE) in-service credit facilitated by NNRPDP workshops. Coursework is accessible through Southern Utah University, Fresno Pacific College, Truckee Meadows Community College, Western Nevada College, University of Nevada Reno, University of Phoenix online programs, Grand Canyon University online programs, Morrison University, Sierra College, Great Basin College, and Western Governors University online programs, among others. Some classes can be taken locally in Lovelock, but most must be attended in Fallon, Reno, Fernley, Elko, Winnemucca, and Incline, or via satellite and/or online delivery format.



16

3. Assisting the district’s lowest achieving schools

N/A The District will support instructional practices to better meet the needs of at-risk studentsrequiring alternative methods of instruction and remediation across the curriculum. Along with this the district recognizes that ongoing support for teachers in expanding curriculum options, providing additional support staff, and providing resource materials is necessary. The plan identifies the need for expanded teacher collaboration and planning time as well as staff participation in professional development. The district actively uses Measurement of Academic Progress (MAP) test implementation, which is a formative assessment tool to identify gaps in the functional performance of students. The MAP assessment results are student specific, correlate to the state standards, and identify student proficiency levels. MAP results has valuable teaching tool upon which teachers can adjust teaching strategies to meet student needs.

4. Description of how the LEA will coordinate and integrate Title I-A services provided to eligible migratory children, homeless children, Limited English Proficient students, Children with disabilities, Neglected or delinquent youth, American Indian children (Title VII A) and Immigrant children with other educational services in order to increase program effectiveness, eliminate duplication and reduce fragmentation

N/A The district supports training in ELA and math best practices with the Nevada Academic Content Standards (NACS), strategies, and assessments; aligning coursework with the NACS ELA-Math curriculum integration and vertical mapping grades; PreK-8 in Title I schools. The district employs an ELL teacher to serve students’ district wide. The district supports inclusionary practices providing access to the general curriculum for students with disabilities to the extent the student’s Individual Educational Plans allow. Two school counselors and a district nurse support all disadvantaged groups and aid in identification.

5. Coordination with other Pre-K programs, and, if applicable, description of Title I funded Pre-K program

N/A Lovelock Elementary School facilitates 3-5 year old programs of intervention within the building on a daily schedule with a minimum of 12 hours a week instruction in Early Childhood Special Education main-streamed with Early Childhood Education programming. Teachers focus on Nevada Academic Content Preschool Standards based on functional curriculum.

6. Title I funded before, after and/or summer school program(s) description, if applicable

N/A The district supports elementary and middle school math and literacy intervention activities and tutorials for remediation, which are coordinated into the daily academic schedule. After school tutorial is provided for at-risk students, and an advisory period is provided at middle school. Extended School year to targeting functionally at-risk learners in reading especially our ELL, IEP and FRL students.

7. Description of poverty criteria used to select participating schools attendance areas

N/A In the fall of 2017, the district FRL rate was 34.13% with federal guidelines identifying 50% as poverty.

8. All core content teachers are highly qualified

N/A The district recruits through recognized state and national placement agencies, with highly-qualified licensure in the job description. Pershing County School District salary schedule provides incentives for high quality teachers to work in our school. All core teachers in Pershing County are highly qualified.

School Performance PlanSchool Name

Superintendent/Academic Manager:

For Implementation During The Following Years:

The Following Checkbox Selections (if applicable) Must Be Completed:

Classification: 5 Star School 4 Star School 3 Star School 2 Star School 1 Star School Not Rated

NCCAT-S: Not Required- 4/5 Star Schools Initial- 1/2/3 Star Schools Review- 1/2/3 Star Schools

Members of Planning Team * ALL Title I schools must have a parent on their planning team that is NOT a district employee.Name of Member Position

Last Date Review/Revised By Planning Team: Nevada Department of Education - June 2015

*1 and 2 Star Schools Only: Please ensure that the following documents will be available upon request

Use of Core Instructional Materials Scheduling Model School

Visits

Name of Member Position

School District

Address (City, State, Zip Code, Telephone):

Title I Status: Served (receives funds) Not Served (does not receive funds)

Page 1 of 23

Grade Level Served: Elementary Middle High Combined

Designation: Must select one

COMPONENT I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)

DATA REVIEWED & ANALYZED: Based on your schools NSPF results, identify what additional data have been reviewed and analyzed in development of the SPP.

School Data For General Education Including FRL English Language Learner (ELL) Data Special Education Data

Other OtherOther

Other Other Other

Page 2 of 23

Summary Statement: Please provide a detailed summary of a trend analysis of each data source and a description of how the analyzed data will provide a clear and cohesive picture of the school's performance.

HIGH SCHOOL GRADUATION RATES

If you serve high school graduating seniors you must fill in the graduation rates for all subpopulations.

Subpopulation Percentage of Students

Am In/AK Native Percentage

Asian Percentage

Black Percentage

Hispanic Percentage

Two or More Races Percentage

Pacific Islander Percentage

White Percentage

FRL Percentage

IEP Percentage

ELL Percentage

Notes:

The following data can be found by clicking here

Page 3 of 23

http://www.nevadareportcard.com/di/main/cohort#di/main/cohort

COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 1

Priority Need/Goal 1:

Measurable Objective(s):

ACTION PLAN MONITORING PLAN

Action Step

(please only list one action step per box)

Resources and Amount Needed for Implementation

(people, time, materials, funding sources)

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

action step is in progress or has occurred.

List Timeline, Benchmarks, and Position Responsible

Monitoring

Status

1.1 Professional Development (Required) Continuation From Last Year NCCAT-S Indicators:

Page 4 of 23

Root Cause(s)

Monitoring Status

Comments:

Based on the CNA, identify all that apply: OtherIEPELLFRLGeneral Education

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

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

Comments:

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year NCCAT-S Indicators:

Comments:

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

Comments:

Page 5 of 23

SCHOOL IMPROVEMENT MASTER PLAN (continued)

Page 6 of 23



Root Cause(s)



Action Step







Monitoring

Status


Monitoring Status


Comments:

Action Step Resources/Amount Needed Artifacts/Evidence Timeline and Position Responsible Monitoring Status 2.2 Family Engagement (Required) Continuation From Last Year NCCAT-S Indicators:

Comments:


Comments:


Comments:

Page 7 of 23

of 23


Priority Need/Goal 3 is optional, selection is required: Not Applicable Optional


Root Cause(s)



Action Step







Monitoring

Status


Monitoring Status

Comments:

Based on the CNA, identify all that apply: IEPGeneral Education FRL ELL Other



Comments:


Comments:


Comments:

Page 9 of 23

of 23

COMPONENT II: Inquiry Process & Action Plan Design - Interventions

Required for all Focus and 1 Star Schools

Root Cause(s)



Action Step







Monitoring

Status

4.1 Continuation From Last Year NCCAT-S Indicators:

Monitoring Status

Comments:

Based on the CNA, select one of the four interventions:

Interventions



Comments:


Comments:


COORDINATION OF FUNDS TO SUPPORT THE PLAN WITH OTHER PROGRAMS: Provide the sources of funds your school is currently receiving and identify the purposes for which those funds are spent. Sources of funds may include General Budget, Title I , Title II, Title III, Migrant, Immigrant, Neglected & Delinquent, 21st Century After School Programs, Gear Up, IDEA, McKinney-Vento/Homeless, Head Start, state-funded Pre-Kindergarten, Teacher Incentive Fund, Striving Readers, and other state/federal funds.

Source of Funds applicable to Priority Need/Goal

Amount Received for this School Year

Purposes for which funds are used (include targeted audience, specific activities, intended outcomes, etc.)

Page 12 of 23

COMPONENT III: Budget Plan

Applicable Goal(s)

COMPONENT IV: REQUIRED ELEMENTS FOR TITLE I SCHOOLS: Title I Schools operating a Schoolwide Program must complete Items 1 through 5 on this page.

3. Describe the school's plans for transition and articulation between school programs (ie: assisting preschool children from early childhood programs such as Head Start, Even Start, or a state-run preschool program to elementary school, elementary school to middle school, and middle to high school, etc.).

4. Identify the measures that include teachers in decisions regarding the use of academic assessments.

5. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement efforts.

2. Describe the school's strategies to increase family engagement in accordance with Section 1118 of NCLB (see resource link), such as family literacy services and the provision to parents on how the school will share academic information in a language they understand.

1. Describe the school's strategies to attract effective, highly-qualified teachers to your school.

Page 13 of 23

Goal 2 Additional PD Action

Step (Optional)


Step (Optional)

1.1

2.1

3.1


Step (Optional)

APPENDIX A- Professional Development Plan

Page 14 of 23

Goal 1 Additional

Family Engagement Action Step (Optional)

1.2

2.2

3.2

Goal 3 Additional


APPENDIX B- Family Engagement Plan

Goal 2 Additional


Page 15 of 23

of 23

Mid-Year End-of-Year

1.1

Progress

Barriers

Next Steps

APPENDIX C- Monitoring/Evaluation Priority Need/Goal 1



Comments:

Status

1.2

Progress

Barriers

Next Steps

1.3

Progress

Barriers

Next Steps

1.4

Progress

Barriers

Next Steps

Page 17 of 23

of 23


2.1

Progress

Barriers

Next Steps




Comments:

Status

2.2

Progress

Barriers

Next Steps

2.3

Progress

Barriers

Next Steps

2.4

Progress

Barriers

Next Steps

Page 19 of 23

of 23


3.1

Progress

Barriers

Next Steps



Comments:


Status

3.2

Progress

Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps

Page 21 of 23

of 23


4.1

Progress

Barriers

Next Steps

APPENDIX C- Monitoring/Evaluation Interventions (4)

Intervention

Comments:


Status

4.2

Progress

Barriers

Next Steps

4.3

Progress

Barriers

Next Steps

4.4

Progress

Barriers

Next Steps

Page 23 of 23








Last Date Review/Revised By Planning Team: Nevada Department of Education- May 2013



Visits

Designation: Reward School Focus School (Interventions will be attached)


School District



Page 1 of 19


Lovelock Elementary School

Russell D. Fecht

2017-2018

Ted Wells Principal

Mary Ann Johnson Teacher

Ed Bake Special Education

Tammie Montes Teacher

Nancy Meissner Counselor

Dana Montes Teacher

Dec 13, 2017

Anne Mitchell Reading Strategist

Dana Hodges ESL Teacher

Gina Garcia parent

Walter Brinkerhoff School Board

Resource LinkPershing County

1100 Harvard Way, PO Box 1902, Lovelock NV 89419




Other OtherOther

Other Other Other

Summary Statement: Please provide a description for how the analyzed data will impact your Inquiry and Action Planning process.

Page 2 of 19

Nevada School Performance Framework (NSPF)

Statewide Assessments

Interim Assessments

Summative Assessments

Family Engagement Data

Not Applicable Nevada School Performance Framework (NSPF)

A review of the CRT (New Standards) data for the most current years available (2015-2016 & 2016-2017) show our FRL, IEP, ELL subgroups, while showing small gains in FRL, still have fewer than 40% who meet or exceed standards across these subgroups.

Based on the NSPF scores for the sub populations of FRL, IEP, and ELL the gap has decreased in ELA for all 3 sub populations, and it has decreased in Math for the FRL sub population, but remained the same for the IEP and ELL sub populations.

FRL -2013-14 ELA- 50.0% Math- 46.0% 2012-13 - ELA- 55.0% Math 50.0% 2011-12 - ELA - 47.0% Math - 47.0%IEP - 2013-14 ELA- 30.0% Math- 10.0% 2012-13 - ELA- 18.0% Math 46.0% 2011-12 - ELA - 23.0% Math - 15.0%ELL - 2013-14 ELA- ** Math- ** 2012-13 - ELA- 44.0% Math 44.0% 2011-12 - ELA - 36.0% Math - 36.0%

Our analysis of assessment results from NCATTs, CRT's, MAP, STAR, teacher observation, and classroom performance guided this plan. Focused interventions in math and reading are being implemented to all students at Lovelock Elementary School with an emphasis on the FRL, ELL, and IEP student populations. Looking at the MAPP data over the last three years, we know that teacher collaboration will be centered around horizontal and vertical alignment of the Common Core State Curriculum. The staff is working on Standard 4 of The Nevada Educational Performance Framework. Specifically, the staff is working on the idea that all students understand what they are learning, why they are learning it, and how they will know if it has been learned. As always, we will will continue to strive to keep parents involved and informed of their student's educational process and how they can help their child be a successful student.

ELL Program Policies and Procedures

AMAOs/ELPA Analysis

Achievement Gap Data



Individualized Educational Programs (IEP)

IEP Compliance


Resource LinkLovelock Elementary School

2017-2018





Asian Percentage

Black Percentage

Hispanic Percentage



White Percentage

FRL Percentage

IEP Percentage

ELL Percentage

Notes:






Action Step







Monitoring

Status


Page 4 of 19

Root Cause(s)

Monitoring Status

Comments:


Increase all student achievement in reading by 5% with a focus on FRL, ELL, and IEP students.

The reading scores from MAP -Fall testing 2017 will be compared to MAP -Spring testing 2018 for FRL, IEP, and ELL students. LES will increase their MAP growth in Reading by 5% on the MAP scores.

These funds are used with the k-4 students to buy materials in English and Spanish that will help with the language barrier. Positive Behavior Intervention and Supports(PBIS)

NNRPDP will provide the direct training (RPDP funds) Nevada Read by Three School Climate AWARE

A pre- and post- survey instrument will be administered to staff participants. Sign-in sheets will be collected. MAP testing (beginning and end of year) SWIS data

Training to begin in January and continue throughout school year Training will reflect increased use of NACS assessments evaluated quarterly by Building Principal PBIS school site team

On Task

FRL, ELL, and IEP students are not on or at grade level functional performance in Reading/ELA. Interventions are being utilized but further investigations shows that the interventions used were not being monitored in an appropriate manner.

On Task




Comments:


Comments:


Comments:Page 5 of 19

Parental involvement opportunities to be involved with the educational process for their student through trainings in the parent resource center and/or parent nights

LES Building Budget MAP test scores, CRT scores, formative/summative assessments (PCSD)

Parent sign-in sheets parent surveys

Beginning August 20, 2015 Implementation ongoing Teachers para-professionals principal On Task

Implement student intervention programs that will extend the school day to targeting functionally at-risk learners in reading especially our ELL, IEP and FRL students.

DEA Funds needed Nevada Read by Three

Teacher observation Student Survey Student Attendance Records MAP testing (beginning and end of year)

Beginning october 15, 2015 Implementation ongoing Classroom Teachers Reading Interventionist Principal Para-professionals

On Task

Not Met


Page 6 of 19



Root Cause(s)



Action Step







Monitoring

Status


Monitoring Status


Comments:

Increase all student achievement in math with a focus on FRL, ELL, and IEP students.

Our students are not proficient in many areas of the NACS math expectations, including but not limited to numbers and operations, algebra and functions, measurement and geometry, and data analysis: statistics and probability. Interventions are being utilized but further investigations shows that the interventions used were not being monitored in an appropriate manner.

The math scores from MAP -Fall testing 2017 will be compared to MAP -Spring testing 2018 for FRL, IEP, and ELL students. LES will increase their MAP growth in Math by 5% on the MAP scores.

Provide teacher /staff support and training for use of integrated math strategies and concepts focus on the NACS implementation; including but not limited to horizontal and vertical alignment of curriculum to meet the needs of students. Positive Behavior Intervention and Supports(PBIS)

RPDP regional trainer will provide professional development aligned with the NACS. RPDP through Washoe County will provide math professional development based on NACS math eexpectations. This will be provided in Wahoe County and will allow the teachers to network with outher teachers in their same grade level. School Climate AWARE

Sign in sheets evaluations Follow-up Survey Student artifacts principal walk-through and observation MAP testing (beginning and end of year) Mid-term Math MAPP test Vertical and Horizontal alignment MAPP for math SWIS Data

Schedule Math training beginning in September. Implementation ongoing Building Principal School Based PBIS team

On Task

On Task



Comments:


Comments:



Parental involvement opportunities to be involved with the educational process for their student through trainings in the parent resource center and/or parent nights.

LES Building Budget


Beginning August 20, 2015.

Implementation ongoing

Teacherspara-professionalsprincipal On Task

Implement student intervention programs that will extend the school day to targeting functionally at-risk learners in Math especially our ELL, IEP and FRL students.

IDEA Funds needed SB 405

Teacher observation Student Attendance Records MAP testing (beginning and end of year) Mid-term Math MAPP test Increase proficiency on CRT’s

Beginning October 15, 2015



.

Not Met

of 19




Root Cause(s)



Action Step







Monitoring

Status


Monitoring Status

Comments:




Comments:


Comments:







Page 10 of 19


Applicable Goal(s)

Title I

162,482 Title I provides schoolwide student services. Funds pay for 3 full time para-professionals who provide full time classroom support. In addition, the programs provides after school tutorial support.

SB 405

32,257 These funds are used with the k-4 students to buy materials in English and Spanish that will help with the language barrier.

IDEA

259,627.88 IDEA funding supporst 3 Full-time SpEd teachers.

Available funding is used to support the Individual Education Plan for qualified students.

IDEA-School Improvement Grants

The grant funds provide materials, supplies, assessments, the Accelerator Reading Licenses, and the STAR reading license. In addition, funds are used to purchase Weekly Reader subscription for classroom instruction.

state-funded Pre-kindergarten

120,664 The funds are used to implement the Early Childhood Education Comprehensive Plan.

Goals 1,2

Goals 1,2

Goals 1,2

Goals 1,2

Goals 1,2

Resource LinkLovelock Elementary School 2017-2018

of 19







Lovelock Elementary School Resource Link

2016-2017

LES facilitates 3-5 ear old programs of intervention with the building on a daily schedule with a minimum of 12 hours a week instruction in Early Childhood Special Education main-streamed with Early Childhood Education programming. Teachers focus on Common Core Preschool Standards based on functional curriculum.

Teachers are highly involved in the assessment process from the organizing of assessments to the interpretation of results and in planning to address identified areas of weakness.

Federal, state, and local services are in coordination and are being integrated into the school improvement efforts.

Lovelock Elementary School holds parent conferences for all student at the end of the first nine weeks to help the parents understand their students progress and data. We have 3 parent nights throughout the school year that have information on how to work with your student as well as fun activities for the families to share. These will be fun, interactive trainings on how to work with their students to successfully engage them in educational activities at home. The district interpreter is asked to attend family nights for our Spanish-speaking parents, and all school forms and communications are sent in English and Spanish. Parents also have access to their students' grades from their home computer through their Powerschool password. We will aslo be hosting three family nights that will provide our parents with strategies to help their students succeed in school.

We recruit through recognized state and antional placement agencies, with highly-qualified licensure in the job description. Pershing County School District Salary Schedule provides incentives for high quality teachers to work in our school.


Step (Optional)


Step (Optional)

1.1

2.1

3.1


Step (Optional)


Page 12 of 19




2017-2018

Resource Link

Goal 1 Additional


1.2

2.2

3.2

Goal 3 Additional



Goal 2 Additional


Page 13 of 19




2017-2018

of 19


1.1

Progress

Barriers

Next Steps




Comments:

Status


On Task

Increase all student achievement in reading by 5% with a focus on FRL, ELL, and IEP students.

The reading scores from MAP -Fall testing 2017 will be compared to MAP -Spring testing 2018 for FRL, IEP, and ELL students. LES will increase their MAP growth in Reading by 5% on the MAP scores.

On Task


2017-2018

1.2

Progress

Barriers

Next Steps

1.3

Progress

Barriers

Next Steps

1.4

Progress

Barriers

Next Steps

Page 15 of 19


On Task


On Task

Not Met

of 19


2.1

Progress

Barriers

Next Steps




Comments:

Status


On Task

Increase all student achievement in math with a focus on FRL, ELL, and IEP students.

The math scores from MAP -Fall testing 2017 will be compared to MAP -Spring testing 2018 for FRL, IEP, and ELL students. LES will increase their MAP growth in Math by 5% on the MAP scores.

On Task


2017-2018

2.2

Progress

Barriers

Next Steps

2.3

Progress

Barriers

Next Steps

2.4

Progress

Barriers

Next Steps

Page 17 of 19


On Task

Implement student intervention programs that will extend the school day to targeting functionally at-risk learners in Math especially our ELL, IEP and FRL students.

On Task

Not Met

of 19


3.1

Progress

Barriers

Next Steps



Comments:


Status


2017-2018

3.2

Progress

Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps

Page 19 of 19








Last Date Review/Revised By Planning Team: Nevada Department of Education- May 2013



Visits

Designation: Reward School Focus School (Interventions will be attached)


School District



Page 1 of 19


Imlay Elementary School

Russell D. Fecht

2017-2018

Ted Wells Principal

Tashia Spradley Teacher

Elizabeth Uhart Parent

Walter Brinkerhoff School Board

Dec 13, 2017

Resource LinkPershing County

1100 Harvard Way, PO Box 1902, Lovelock NV 89419




Other OtherOther

Other Other Other

Summary Statement: Please provide a description for how the analyzed data will impact your Inquiry and Action Planning process.

Page 2 of 19

Nevada School Performance Framework (NSPF)

Statewide Assessments

Interim Assessments

Summative Assessments


Not Applicable Not Applicable

Based on the NSPF scores for the sub populations of FRL, IEP, and ELL the gap has decreased in ELA for all 3 sub populations, and it has decreased in Math for the FRL sub population, but remained the same for the IEP and ELL sub populations.

The three year average of the testing data is as follows:

ELA: 76% of students are at or above grade levelMath: 88% of students are at or above grade levelScience: 67% of students are at or above grade level

Imlay is a five star school. Our analysis of assessment results from MAPP, STAR, teacher observation and classroom performance guided this plan. Looking at the MAPP data over the last three years, we know that teacher collaboration will be centered around horizontal and vertical alignment of the Common Core State Curriculum. As always, we will will continue to strive to keep parents involved and informed of their student's educational process and how they can help their child be a successful student.

ELL Program Policies and Procedures

AMAOs/ELPA Analysis




Individualized Educational Programs (IEP)

IEP Compliance


Resource LinkImlay Elementary School

2017-2018





Asian Percentage

Black Percentage

Hispanic Percentage



White Percentage

FRL Percentage

IEP Percentage

ELL Percentage

Notes:






Action Step







Monitoring

Status


Page 4 of 19

Root Cause(s)

Monitoring Status

Comments:


Increase all student achievement in reading by 5% with a focus on FRL students.

The reading scores from MAP -Fall testing 2017 will be compared to MAP -Spring testing 2018 for FRL students. Imlay Elementary will increase their MAP growth in Reading by 5% on the MAP scores.

Additional training in ELA best practices with the Nevada Academic Content Standards (NACS), strategies, and assessments; aligning coursework with the NACS ELA-curriculum integration and vertical mapping

Positive Behavior Intervention and Supports(PBIS)

NNRPDP will provide the direct training (RPDP funds)

School ClimateAWARE

A pre- and post- survey instrument will be administered to staff participants. Sign-in sheets will be collected. MAP testing (beginning and end of year) SWIS data

Training to begin in January and continue throughout school year

Training will reflect increased use of NACS assessments evaluated quarterly by

Building Principal

School site based PBIS team.

On Task

FRL students are not on or at grade level functional performance in Reading/ELA. Interventions are being utilized but further investigations shows that the interventions used were not being monitored in an appropriate manner.

On Task




Comments:


Comments:




IES Building Budget

MAP test scores, CRT scores, formative/summative assessments(PCSD)

Parent sign-in sheetsparent surveys

Beginning August 20, 2015



On Task

Not Met


Page 6 of 19



Root Cause(s)



Action Step







Monitoring

Status


Monitoring Status


Comments:

Increase all student achievement in math with a focus on FRL students.

Not all of our students are not proficient in many areas of the NACS math expectations, including but not limited to numbers and operations, algebra and functions, measurement and geometry, and data analysis: statistics and probability. Interventions are being utilized but further investigations shows that the interventions used were not being monitored in an appropriate manner.

The math scores from MAP -Fall testing 2017 will be compared to MAP -Spring testing 2018 for FRL. IES will increase their MAP growth in Math by 5% on the MAP scores.


RPDP regional trainer will provide professional development aligned with the NACS. RPDP through Washoe County will provide math professional development based on NACS math eexpectations. This will be provided in Wahoe County and will allow the teachers to network with outher teachers in their same grade level. School Climate AWARE

Sign in sheets evaluations Follow-up Survey Student artifacts principal walk-through and observation MAP testing (beginning and end of year) Mid-term Math MAPP test Vertical and Horizontal alignment MAPP for math SWIS Data

Schedule Math training beginning in September. Implementation ongoing Building Principal School Based PBIS team

On Task

On Task



Comments:


Comments:




IES Building Budget


Beginning August 20, 2015. Implementation ongoing Teachers para-professionals principal On Task

On Task

.

Not Met

of 19




Root Cause(s)



Action Step







Monitoring

Status


Monitoring Status

Comments:




Comments:


Comments:







Page 10 of 19


Applicable Goal(s)

All-Day Kindergarten 53,122 Serve low and at risk students all day.

Goals 1,2

Goals 1,2

Goals 1,2

Goals 1,2

Goals 1,2

Resource LinkImlay Elementary School 2017-2018

of 19







Imlay Elementary School Resource Link

2017-2018

The LES facilitates 3-5 year old programs of intervention with the building on a daily schedule with a minimum of 24 hours a week instruction in Early Childhood Special Education main-streamed with Early Childhood Education programming. Teachers focus on Common Core Preschool Standards based on functional curriculum.

Teachers are highly involved in the assessment process from the organizing of assessments to the interpretation of results and in planning to address identified areas of weakness.

Federal, state, and local services are in coordination and are being integrated into the school improvement efforts.

Imlay Elementary School holds parent conferences for all student at the end of the first nine weeks to help the parents understand their students progress and data. We have 3 parent nights throughout the school year that have information on how to work with your student as well as fun activities for the families to share. These will be fun, interactive trainings on how to work with their students to successfully engage them in educational activities at home. Parents also have access to their students' grades from their home computer through their Powerschool password. We will aslo be hosting three family nights that will provide our parents with strategies to help their students succeed in school.

We recruit through recognized state and antional placement agencies, with highly-qualified licensure in the job description. Pershing County School District Salary Schedule provides incentives for high quality teachers to work in our school.


Step (Optional)


Step (Optional)

1.1

2.1

3.1


Step (Optional)


Page 12 of 19




2017-2018

Resource Link

Goal 1 Additional


1.2

2.2

3.2

Goal 3 Additional



Goal 2 Additional


Page 13 of 19




2017-2018

of 19


1.1

Progress

Barriers

Next Steps




Comments:

Status


Positive Behavior Intervention and Supports(PBIS)

On Task

Increase all student achievement in reading by 5% with a focus on FRL students.

The reading scores from MAP -Fall testing 2017 will be compared to MAP -Spring testing 2018 for FRL, IEP, and ELL students. IES will increase their MAP growth in Reading by 5% on the MAP scores.

On Task


2017-2018

1.2

Progress

Barriers

Next Steps

1.3

Progress

Barriers

Next Steps

1.4

Progress

Barriers

Next Steps

Page 15 of 19


On Task


On Task

Not Met

of 19


2.1

Progress

Barriers

Next Steps




Comments:

Status


On Task

Increase all student achievement in math with a focus on FRL students.

The math scores from MAP -Fall testing 2017 will be compared to MAP -Spring testing 2018 for FRL students. IES will increase their MAP growth in Math by 5% on the MAP scores.

On Task


2017-2018

2.2

Progress

Barriers

Next Steps

2.3

Progress

Barriers

Next Steps

2.4

Progress

Barriers

Next Steps

Page 17 of 19


On Task

On Task

Not Met

of 19


3.1

Progress

Barriers

Next Steps



Comments:


Status


2017-2018

3.2

Progress

Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps

Page 19 of 19

Principal’s Monthly Report For the month of December 2017

Principal: Dave Pollard Site Location: Coal Canyon High School School Year Enrollment: 967 Former Enrollment: 926 New: 40 Returning: 1

Summary of Events / Activities: CCHS enrolled 40 new students in December and re-enrolled 1 returning student. 108 students have transferred out of LCC leaving an active student population of 859. 42 students have graduated high school. 12 students have passed the High School Equivalency Exam. 12 students have completed auto technology and earned a certificate. 13 students have completed Horticulture and earned a certificate. 22 students have completed ServSafe and earned a certificate. 0 students have completed GBC’s business requirement and earned a certificate. 1 students have earned an AS degree from GBC. 0 student has earned a Bachelor’s degree. 67 students have completed RESPECT (Re-entry Prep) skills and earned a certificate. 6 students have completed Small Engine Repair and earned a certificate. 58 students have completed Computers and earned a certificate. 43 students have completed advanced computers and earned a certificate. 0 students have graduated Literacy. 7 students have graduated ESL. Total countable completions for the 2017-2018 school year - 293. Total students earning merit credit – 293.

Demographics/Numbers: Program Enrollment: AGE Ethnicity High school – 809 16-18 = 32 Hispanic = 346 GED – 23 19-24 = 57 White = 396 Literacy – 6 25-44 = 535 Black = 128 ESL – 66 45-59 = 281 American Indian = 20 Auto/Small Eng Rep – 6 60+ = 62 Mixed = 51 Horticulture – 33 Asian = 23 ServSafe – 11 Pacific Islander = 3 RESPECT – 34 Computers – 60

Reading Level < 4th = 92 4 to 8 = 151 8+ = 724

Upcoming Activities / Events:

Dave Pollard

Pershing County Learning Center December 2017

56 adult students enrolled 15 adult high school diplomas awarded 2 high school equivalency certificates awarded Night classes offered

- Healthy Living - Proficiency Prep.

Flyers sent to English as a Second Language prospective students to encourage participation. Upcoming Activities/Events: _______________________________ Dave Pollard

1-16-18 agenda regular board meeting

Documents