An Educational Plan

for the Students of

Douglas County

School District

Putting the Pieces Together for

a Better Tomorrow

Strategic Plan Committee Last Name First Name Organization/Site Last Name First Name Organization/Site

Aines-Lessard Martha Parent Jamin Teri DCSD Board Member

Battcher Sherri Scarselli Elementary School Johnson Jenny Parent

Borges Rob Washoe Tribe Kirkman Lisa Parent

Bray-Torres Brandi Jacks Valley Elementary School Kuniya Mark DCSD Professional Development

Bullard Susan Pau Wa Lu Middle School Laca Amanda Douglas High School

Burdick Kimberly DCSD District Office Lehmann Robbe DCSD Board Member

Cambra Debra Piñon Hills Elementary School Lewis Keith DCSD District Office

Chernock Bill Community Member Luna Holly DCSD District Office

Chessell Karen DCSD Board Member McCue Teri DCSD Transporation

Chichester Ross DCSD Board President Mcinnis Darcy Gardnerville Elementary School

Crandall April Jacobson High School Moore Thomas DCSD Board Member

Cronin Rommy DCSD District Office Noyes Stacy Parent

DesJardins Sharon Pau Wa Lu Middle School Oropeza Ramiro George Whittell High School

Endter John DCSD IT Department Prather Michelle Parent

Falkner Lin Carson Valley Middle School Rains Melissa JVES/PHES/MES - Vice Principal

Fields Scott Parent Rechs Michael Carson Valley Middle School - Vice Principal

Fitzgerald Brian Douglas County Parks and Recreation Robles Andres Parent

Frazier Brian DCSD District Office Scheick Stephanie DCSD Specials Services Department

Freitas Neal DCSD Board Vice President Spires Lauren Minden Elementary School

Fromdahl Andrew Jacks Valley Elementary School Strazi Melissa Douglas County Education Foundation

Ghan Mark Western Nevada College Swain Brandon DCSD District Office

Gilkerson Linda Tahoe Youth and Family Swisher Marty Douglas High School - Principal

Granahan Lisa Douglas County Trigg Cynthia DSCD Board Clerk

Harper Caryn Gardnerville Elementary School Trio Louie DCSD Transporation

Harrison Peter Parent Tyndall Jennifer Douglas High School - Chief Nurse

Hergenrader Deborah CC Meneley Elementary School White Teri DCSD District Office

Hicks Bret Douglas County Sheriffs Office Worthington Woody Community Member

Hines-Coates Christi DDCS District Office Yost Kelley Douglas High School

Hoyopatubbi Bobby Parent

Strategic Plan Narrative

Douglas County is proud of the commitment within our community to the students and families who reside here. The Strategic Plan of the Douglas County School District drives the decisions that directly impact the quality of education in one of the highest performing school districts in the State of Nevada.

The Strategic Plan sets the vision for the district with focused and specific goals to ensure both administrative, teacher and student excellence. The District Superintendent and the School Board of Trustees work in partnership with various community and employee stakeholders to set forth the goals of the Strategic Plan. Through research-based best practices, student data decision making, a commitment to ongoing professional development and programs to support students and families, the Strategic Plan sets forth the focus and expectations for an entire school district. The Douglas County School Board uses the following focus areas to determine budgetary priorities for improving pupil achievement and improving classroom instruction.

The budget will be consistent with the high priority focus areas outlined in the Strategic Plan for the 2015-17 school years as follows:

Focus Area 1: Implement a Rigorous and Relevant Curriculum

Focus Area 2: Ensure Excellence in Instruction

Focus Area 3: Utilize Assessments and Data to Monitor and Measure Growth and Achievement

Focus Area 4: Maintain Positive Climate and Culture Providing Safe and Nurturing Learning Environments

Focus Area 5: Incorporate Parent and Community Partnerships to Maximize Positive Impact on Student Success

Focus Area 6: Create and Implement Effective and Efficient Systems that Improve Customer Service and Maximize Available Resources

The Strategic Plan will be reviewed and revised periodically during a retreat to assure continuous improvement.

Budget decisions will be based on data, results and best practices. The budget will be fiscally responsible in all matters and attempt to maximize each dollar for student success and district

efficiency.

For more information, call DCSD Superintendent, Teri White, (775) 782-5134.

STATEMENT OF BELIEFS COMMITMENTS As a District, we believe that...

All children can learn and we can teach all children.

Communication is critical for understanding and success.

Education provides the foundation for a lifetime of learning in an ever-changing world.

Diversity and individual differences have value and are to be respected.

High expectations for all individuals promote achievement.

All students deserve instruction that promotes problem solving, reasoning, questioning, accessing, and applying knowledge.

The education of children is best achieved through a cooperative effort of the home, school, and community.

Respect for self and others is necessary in an educational environment.

All students and staff have the right to a safe, healthy, and supportive learning environment.

Education enables students to recognize and strive for higher standards.

We have an obligation to be positive role models.

The District makes the following commitments:

Student needs are the primary factor in all decision making.

All curriculum will be appropriate, challenging, and meaningful.

A variety of opportunities for students to learn marketable skills will be provided.

Every effort will be made to promote student success.

The District will always be fiscally responsible.

Acts of prejudice, discrimination, harassment, and violence will not be tolerated.

Interaction among schools, students, staff, parents, and community will be actively pursued.

A safe, disciplined, and positive learning environment will be ensured.

High standards and excellence in performance will be expected from all staff and students.

Staff training will be provided to achieve our goals.

Current research and technology will be used to provide instruction to students.

The District will publicly report progress toward achievement of its goals and act on that information.

Strategic Plan High Priority Focus Areas

The mission of the Douglas County School District is that, in partnership with parents and community, we will ensure that all students achieve excellence in education, character and citizenship.

Vision Statement Education, Graduation, Stronger Nation High Standards for Peak Performance

DCSD will expect high standards for peak performance beginning with our PK students and culminating in graduation of EVERY

student with college and/or career-ready skills.

Every Student matters; every moment counts

Focus Area 1 Curriculum

Full Implementation of the Nevada Academic Content Standards Full implementation of the DCSD Literacy Plan and Read By Third Grade Initiative Full implementation and integration of academic standards and STEM instruction in CTE course curriculum Fully developed and implemented intervention system to support student learning and appropriate behaviors for all students

Focus Area 2 Instruction

High quality professional development for all staff to support the delivery of high quality instruction to meet the needs of all learners. Programming to assure that all students (PK-12) receive every opportunity for success Appropriate Technology for every student in every classroom to support ready access to information, appropriate communication and STEM instruction

Focus Area 3 Accountability and

Progress Monitoring

Multiple data points used to assess and adjust instruction to assure that all students are career or college ready upon graduation. Appropriate competencies are aligned with the Nevada Academic Content Standards and provide an additional assessment of the skills and abilities of all students upon graduation. Implementation of assessments that are delivered with fidelity and compliant with State security expectations. Compliance monitoring and evaluation of all state and federal programs

Focus Area 4 Climate

Multiple data points are used to assess and adjust practices to assure a safe and respectful environment for all students, staff and community members Buildings are monitored regularly through the Facilities Master Plan to assure that students and staff have environments and facilities conducive to optimal working and learning conditions.

Focus Area 5 Parents &

Community

Active two-way parental involvement is encouraged in all schools through multiple strategies and strong community partnerships. Promote regular communications with the community through a variety of venues and materials regarding the programming and successes of students and schools.

Focus Area 6 Effective &

Efficient Systems

Opportunities for efficiencies and excellence in performance are always sought and implemented.

Policies, regulations and procedures are reviewed regularly and revised as appropriate.

Focus Area1 Implement a Rigorous and Relevant Curriculum

Current Strategic Plan Objectives and Activities DO Staff Responsible Costs New Money Develop a “brand” for what it means to be a graduate of Douglas County Schools

Full Implementation of the Nevada Academic Content Standards

o Train and monitor implementation of Next Generation Science Standards in all grades

o Complete Scope and Sequence documents for all content areas

o Develop course pathways which ensure all students are instructed on all standards

o Revise Report Cards to reflect Nevada Academic Standards

o Revise Competencies to incorporate appropriate expectations for all students

o Revise grading policy and practices to assure all students are being held accountable to the

standards based upon the work they engage in

o Assure opportunities for world Languages and fine arts; look to increase them

Fully developed and implemented intervention system to support

student learning and appropriate behaviors for all students

Provide appropriate and scheduled interventions to all students performing below proficiency

in all instructional areas

Full implementation of the DCSD Literacy Plan and Read By Third Grade Initiative

o Assure that the Literacy Plan is in the hands of every teacher in the District

o Refine the secondary portions of the plan to address any concerns revealed through the data

o Implement the components of the Read by Third Grade initiative and assure that all students

receive instruction and supports to demonstrate the required proficiency in reading.

o Explore the viability of an early childhood center while expanding opportunities for all early

learners within the community

Full implementation and integration of academic standards and STEM instruction in CTE course

curriculum

o Continue to support the STEM Teacher-Leader work group

o Continue to promote STEM instruction at all levels

o Build upon existing STEM lessons and develop a method to store and share them readily with

all teachers

o Develop strategies to highlight instruction within the fine arts to support STEM-STEAM

o Continue to grow the Project Lead the Way and CTE programs

o Develop practices, policies and regulations that ensure integration of STEM instruction into all

academic and CTE content areas

Expand CTE opportunities and ensure all students have college and career ready skills

o All students plan their course participation to support their college and career goals and plans

are shared as students transition to higher levels.

o All students develop employable soft and technical skills

Technology Instruction

o Continue to grow and support the 1:1 initiative

All Stakeholders-DPP/DPAC Director Area 3 & 4 PD Trainers Administrators Teachers Director Area 4 Principals Reading Specialists Director Area 2 Director Area 2 & 3 Director Area 3 & 2 Counselors JAG Instructor Dropout Prevention Specialist Director Area 3 & 4

Training - Textbook Adoption - $180,000-$420,000 Training – Tutoring/Intervention Materials – Intervention Support Training – Funds for PLTW -

Focus Area 2 Ensure Excellence in Instruction

Current Strategic Plan DO Staff Time Costs New Money High quality professional development for all staff to support the delivery of high quality instruction to meet the needs of all learners. Professional Development in several categories:

Nevada Educators Performance Framework (NEPF)

HQSI (Highly Qualified Sheltered Instruction)

K-12 Training in Balanced Literacy

Write from the Beginning

READ 180

Rater reliability on Nevada Educator Performance Framework tool for teachers and administrators

Positive Behavior Intervention and Supports

Relationships and Social-Emotional Learning

Instructional Rounds

Safety of all students

Classified staff in job related skills

Professional Learning Community activities for classified staff

Professional Development on gender issues

Mentoring for teachers beyond Level 2 Induction

Lab classrooms-teachers visit teachers

Continue focus on technology training

Academic engagement and personal learning Programming to assure that all students (PK-12) receive every opportunity for success Instructional Practices

Provide intentional interventions to engage at-risk students

Expand credit recovery and remediation opportunities throughout the year

Explore mandatory tutoring for students not meeting standards

Ensure a continuum of services for all special needs students

Assure resources that balance the needs of all students

Other Factors

Sustain Vice Principals at elementary schools

Sustain and increase administrative support

Value increased adult support in PK-2 to maximize reading instruction

Consider full-time librarians

Increase co-curricular and extracurricular opportunities

Director Area 3 & 4 PDC Trainers Principals Framework of Behavioral Intervention Career Readiness Online toolbox for teachers Superintendent; All Directors; Principals; Reading teachers; Reading Specialists; PDC Trainers; Teachers Board; Directors; PDC trainers Principals-teachers to determine additional offerings

Sub days Travel and training Positive Behavioral and Social Emotional Learning Supports- will require additional staff (additional .5FTE, $35,000) PDC Secondary Literacy Trainer ($70,000) Budget for additional .5 VP (+ $500,000) Seek Grant Funds

Additional PD for Administrators

Nevada School Performance Framework (NSPF)

Nevada Educators Performance Framework (NEPF)

Smarter Balanced Assessment Consortium (SBAC) assessment tools

Nevada Academic Content Standards (NACS) and Next Generation Science Standards (NGSS)

Running Effective PLCs

Rater reliability on NEPF Appropriate Technology for every student in every classroom to support ready access to information, appropriate communication and STEM instruction Technology in the classroom for teachers and administrators:

K-12 Interactive White Boards

1:1 devices in all classrooms

Science, Technology, Engineering and Math (STEM) instruction through technology

Teach and promote digital citizenship

Superintendent Directors WNRTP Superintendent Directors Director of IT Principals PDC trainers

Budget Budgetary planning Grant funding

Focus Area 3 Utilize Assessments and Data to Monitor and Measure Growth and Achievement

Current Strategic Plan DO Staff Time Costs New Money Multiple data points used to assess and adjust instruction to assure that all students are career and/or college ready upon graduation.

Revision of DCSD Data Dashboard to incorporate new assessments (SBAC and End of Course

Exams) and Nevada School Performance Framework (NSPF)

Develop skills among professional staff in disaggregating and using growth data to guide

instruction

Appropriate competencies are aligned with the Nevada Academic Content Standards and provide an additional assessment of the skills and abilities of all students upon graduation.

Continued revisions of competencies to align with Nevada Academic Content Standards (NACS)

Implementation of assessments which are delivered with fidelity and compliant with State security expectations. End of Course Exams (EoC) and Smarter Balanced Assessments

All defined grades

All defined content areas

Collaboration Days: Expectation of defined results with specific and measurable teacher actions and aligned to School Performance Plans. Encourage and support the use of PLCs.

Develop goal targets

Track achievement and growth for students in sub-populations through graduation

Consolidate assessments to reduce amount of testing

Determine assessment to be used for NEPF

Compliance monitoring and evaluation of all state and federal programs

Develop policies to monitor inventories and funds

Self-monitor

Superintendent; Directors; Principals; Counselors Superintendent; Director Area 2; Principals; Directors; PDC trainers Update speech class to include CTE’s 21

st

Employability Skills (financial literacy too?) Superintendent; Directors; Principals; Teachers Superintendent; Directors; Principals Director Area 2; CFO; Directors; Superintendent

Focus Area 4 Maintain Positive Climate and Culture Providing Safe & Nurturing Learning Environments

Current Strategic Plan DO Staff Time Costs New Money Multiple data points are used to assess and adjust practices to assure a safe and respectful environment for all students, staff and community members

Increase participation in surveys for all educational stakeholders

Monitor data and develop district-wide and site specific interventions to increase student and

family engagement

Buildings are monitored regularly through the Facilities Master Plan to assure that students and staff have environments and facilities conducive to optimal working and learning conditions. Facilities’ Master Plan:

Douglas High School

Middle School Needs

Jacks Valley ES

CC Meneley ES PBIS

Implement PBIS in all schools and seek additional resources for social-emotional learning and

well-being

Work to build stronger relationships with students

Communicate objectives of SEL with parents

Instill character development and citizenship through community service

Communication

Facilitate site visits and share out what is observed

Facilitate parent meetings to share things going on within the district

Share out new legislation with staff and ideas on how to share with parents

Share information with staff and parents about class sizes

Communicate transparent budget and distribution of funds

Develop strategies to communicate with the community at large

Use parent and student surveys to seek perception data about instruction

Safety

Implement site specific safety plans and training for all staff for emergency situations; include

methods of communicating out

Director of Area 3 Principals Social Workers CFO; Superintendent; Directors; Principals

Grant funding/sustainable Buses/Vehicle enhancements above $400,000 Seek additional funding through grant sources

Focus Area 5 Incorporate Parent & Community Partnership to Maximize Positive Impact on Student Success

Current Strategic Plan DO Staff Time Costs New Money Active two-way parental involvement is encouraged in all schools through multiple strategies and strong community partnerships. Parent Involvement

Ready, Set, Read (Birth to pre-K)

Love of Literacy (Grades K-5)

Reading the Middle Schools (Grades 7-8)

Support Our Students (Grades 9-12)

School Performance Plans – action steps to support family involvement

Use the tools in IC to communicate regularly with parents when students are falling being or have missing assignments

Develop strategies to help parents help their children succeed in school

Develop and share strategies which increase support for families at-risk

Develop an facilitate opportunities for parents to be more deeply engaged in the learning of their children

Promote regular communications with the community through a variety of venues and materials regarding the programming and successes of students and schools are promoted. Community Partnerships

Increase community outreach

Increase partnership opportunities to support individualized instruction

Improve partnerships with community, volunteers and businesses

Partner with community to address substance abuse

Partner with community to promote quality educational programs to support attracting new

businesses to the community

Work with Internet providers to increase access to low income families

Outreach or Engagement with Churches, WIC, Pediatricians, Social Services, Food Closet, Food Stamps, Family Literacy Council, Washoe Tribe to reach parents while students are still toddlers. Create a “checklist” for mom while students are still 0-5. Pursue STEM funding K-12 Advocacy at the 2015 Legislative Session (SB500) Social Workers CTE Advisory Committee

Seek Grant Funding

Focus Area 6 Create and Implement Effective & Efficient Systems that Improve Customer Service and Maximize Available Resources

Current Strategic Plan DO Staff Time Costs New Money Opportunities for efficiencies and excellence in performance are always sought and implemented.

On-going implementation for improved efficiencies

Policies, regulations and procedures are reviewed regularly and revised as appropriate.

Revision of Board Policies and ARs for increased efficiency

Evaluate Special Services to ensure efficient and effective delivery of services to all students

Consistently budget to assure bus/vehicle replacement cycle and to create a performing arts

facility

Calendar to best support instruction (Collaboration Day Refinement) Align secondary school daily schedules for ease of sharing resources Evaluate and revise the use of time in the daily schedule at the secondary level to allow for time for student interventions during the day Budget Transparency

Assessments & Grants Trade Around ($30,000)

Glossary of Terms

Assessment There are two kinds of assessment: Formative and Summative. a) Formative assessment involves being able to check student performance in a manner

that you can form and plan, which includes remediation, correction or acceleration. b) Summative assessment is a final evaluation. It does not involve diagnosis or remediation

or prescription, but is a final assessment of goals that have been mastered at a certain standard.

Balanced Literacy Within Balanced Literacy Programs, students learn skills in reading and writing based upon their Programs individual needs and within the context of appropriately leveled reading materials of interest to the

learner. Benchmark A benchmark is a student sample of a performance task that can be used to signify the criteria

expected for a successful performance. Career and Technical The Career and Technical Education Plan is a plan for the revision and improvement of career Education Plan (CTE) and technical education within the Douglas County School District. The plan supports the Career

Strategy of the Strategic Plan and provides guidance for anyone wishing to review and revise occupational education curriculum and programs.

Common Assessment Developed by classroom teachers, pursuant to criteria on page 31, to assess students’ mastery of

District’s scope and sequence. Competency-based Basically includes two components: Students’ abilities to acquire basic academic skill-knowledge Curriculum and abilities to apply that skill-knowledge in real-life applications. Competency Level The plan calls for three basic competency levels for each kind of exam. Competency levels

described as basic, proficient and advanced. These levels would be determined through piloting the student tests and performance tasks.

Competency Standards This refers to the level of performance we expect from our students in order to determine when

they are competent and proficient at meeting a goal. Competency/ Representatives of teachers, specialists, and administrators who review and recommend Curriculum changes to competencies, curriculum, and assessments. Assessment Revision Teams Curriculum Audit Refers to a process whereby a district can evaluate both its formal and informal curriculum; formal curriculum referring to the curriculum documents as those things that we expect teachers to teach, i.e., textbooks, curriculum plans, assessments, etc.; informal curriculum meaning the actual curriculum as it is being delivered to students in terms of additional supplementary plans, supplementary programs, literature that teachers use, and the basic informal curriculum as it is actually delivered. Demonstration or It is a type of performance assessment wherein students demonstrate their knowledge Performance Task and skills and their ability to perform in a real-life task. Examples - writing exams, mathematics problem solving, scientific experiments, etc. Differentiated The teacher uses a variety of instructional strategies to help target instruction to student needs. Instruction Learning experiences are based on student readiness, interest, and learning profile. District Performance The purpose of the plan is to improve the achievement of pupils enrolled in the school district Plan (DPP) The plan is reviewed annually and approved by the Board of Trustees.

Educational Levels In the plan, we talk about four educational levels: Primary, intermediate, middle and secondary.

- Primary meaning the grades typically up to grade 3 - Intermediate meaning at exit of elementary at grade 5 - Middle meaning at exit of grade 8 - Secondary meaning up to exit at grade 12

Highly Qualified Teachers use specific instructional strategies that promote student learning of the content while Sheltered Instruction simultaneously incorporating techniques that promote English language development. ICT (Instructional Consultation Team): It is the state-approved model for meeting the new federal

requirement of identification of Response to Intervention (RTI). It is the method currently used to identify students with reading learning disabilities, replacing the old discrepancy formula method.

Refers to organizing concepts from several content areas such as social studies, science and math, and building student learning based on similar concepts and how these concepts relate across several areas of knowledge.

Intervention Opportunities provided to students to remediate or extend their learning. MAP Measuring Academic Progress – Computerized version of Achievement Level Tests. This tool

measures students’ growth and proficiency. Measurable Measureable means the assessments must be appropriate for students' developmental levels,

define continual progress, describe a standard of personal best and/or competency. Nevada Academic Adopted state standards designed to be robust and relevant to the real world, reflecting the Content Standards knowledge and skills that students need for success in college and careers. (NVACS) Nevada Educator The NEPF is a statewide system for evaluating teachers and site-level administrators. The State Performance Board is responsible to adopt necessary regulations for implementation of the statewide educator Framework performance framework created by the Teachers and Leaders Council (TLC) and authorized by

the Nevada Legislature. Roll out is anticipated in the fall of 2015.

The NSPF index score is a composite of several performance indicators, each worth a predetermined maximum number of points. Each performance indicator is itself a composition of multiple factors. The index score is the sum of all of these factors that is then measured against the star rating criteria. Details regarding the performance indicators and their factors can be found on the "Index Point Criteria" page by going to http://nspf.doe.nv.gov/

Nevada School The NSPF index score is a composite of several performance indicators, each worth a Performance predetermined maximum number of points. Each performance indicator is itself a composition of Framework multiple factors. The index score is the sum of all of these factors that is then measured against

the star rating criteria. Details regarding the performance indicators and their factors can be found on the "Index Point Criteria" page by going to http://nspf.doe.nv.gov/

Observable Observable measures describe the criteria for quality expectations of a performance task that demonstrates skills learned. This also requires that we recognize students when they meet a

quality standard of performance. Performance Criteria This means the criteria that are used to describe a proficient level of performance. For instance,

in writing, when a child has a proficiently organized piece, they have a lead, a body, and a conclusion. This is an example of a criterion that would be expected of students in order to be proficient in a certain area.

RTI Response to intervention or response to instruction. The state-approved method to identify and

assist students who perform below grade level. Elements include problem identification, instructional consultation, and effective progress monitoring.

Scaffolding A general term applying to the range of assistance teachers use to help students understand the learning.

Student Performance All test information that would be relevant to the competency goals and standards on the Data Data Dashboard. Student Assessment (Please see description on Assessment). Also, this competency-based assessment calls for

three basic kinds of assessment. It calls for: - Achievement-level/MAP Testing - Curriculum-referenced Testing - Performance-based Testing

School Performance A School Performance Plan is required under Nevada Revised Statute. The purpose of the plan Plan (SPP) is to improve the achievement of pupils enrolled in the school. The plan must be reviewed

annually and submitted to the Director for each school site.

The Steps from School to Careers

Exit Levels

Exit levels are used to indicate the amount or type of training required for a student’s post-high school career choice. Exit One: High School Diploma

Entry jobs

Exit Two: Two-year college/tech prep Vocational training Military Skilled jobs

Exit Three: Four-year college degree Advanced professional training Jobs requiring a four-year degree Military Officer Candidate School

IN CAREER PROGRAMS, STUDENTS STEP UP THROUGH LEVELS OF LEARNING AND SUPPORT.

Career Awareness

Career Assessment

Career Path Selection

Career Exploration

Job Shadowing & Technical Courses for College Credit

Internships & Technical

Courses for College Credit

Career Success

Higher Education

Coop Extension Internships And Work Experience Apprenticeships

Technical Training &

Specialization