2018-2019 Metric Update Board of Trustees Work Session Washoe - - PowerPoint PPT Presentation

Envision 2020 2018-2019 Metric Update

Board of Trustees Work Session

Washoe County School District November 1, 2019

Attachment B - Updated

Envision 2020 – Metric Report

Overview: Presentation of Strategic Performance for SY18-19 39 Reporting Items: Metrics from Goal 1 (14), Goal 2 (5), Goal 3 (4), Goal 4 (12), Goal 5 (3). Data Includes the Following: 16-17 Actual: End of year actual performance data, if available

• r baseline data

17-18 Actual: End of year actual performance data 18-19 Target: Performance Goal for School Year 18-19 Actual: End of year actual performance data, if available Reporting Date: July 2019 and October 2019

Graduation rate increases to 86%. This marks the 7th year in a row

• f

new heights in graduation!

Highlights

• Honors/Advanced/College and

Career Diplomas comprise 49%

• f all diplomas
• Ten of eleven student

populations saw increases in their graduation rate

• 4,063 Graduates marks the first

time we have eclipsed 4,000 graduates Challenges

• Achievement Gaps persist

across student populations

• Pronounced need for targeted

interventions, especially in grades nine and ten mathematics

• Need for high quality supports

and options for credit deficient students Strategic Activities in Motion:

• Targeted graduation plans for all students and consistent
• monitoring. Direct interventions during intersession, Saturday

Sessions, After-School

• Focus on aligning pathway toward Honors and CCR diploma
• Professional Learning Community focus on standards, collaboration,

and the "How will we adapt when students don't learn the material?" 1.1.1 Graduation

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

77% 84% 84% 87% 86%

Continued focus

• n

student outcomes through Tier 1 instruction, high quality materials, assessment, and interventions.

Highlights

• Recent adoption of K-5 English

Language Arts curriculum

• Cross departmental support of

ELA adoption to ensure consistency in implementation

• Continued use of Leveled

Literacy Intervention (LLI) materials in all elementary schools Challenges

• Building capacity for all

educators in language acquisition and literacy development

• Continuing to ensure inclusive

practices support high expectations for all students

• Recent adoption of K-5 English

Language Arts curriculum Strategic Activities in Motion:

• Continued implementation of English Language Development

Facilitator Model (now in 33 elementary schools)

• Continued commitment to Digital Learning including ease of access

to curriculum by teachers, students and families (via Microsoft Teams and OneNote)

• District-wide focus on professional learning communities (PLCs)

shifting collective focus to evidence of student learning 1.1.2 ELA

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

48% 48% 48% 49% 49%

Continued focus

• n

student outcomes through Tier 1 instruction, high quality materials, assessment, and interventions.

Highlights

• NVACS aligned materials for K-5

mathematics in classrooms since SY16- 17; NVACS aligned materials for 6-8 mathematics in classrooms since SY17- 18

• Implementation and PLC support of

Interim Assessments in ES Mathematics during 19-20 school year

• Continued support for teachers in

high-quality curricular tools (including curriculum documents and course guides) that are regularly updated based on teacher input

Challenges

• Continued professional learning for all

teachers in the use of curricular tools that support instructional pacing to meet NVACS

• Continuing to ensure inclusive

practices support high expectations for all students

• Lack of systemic intervention materials

and robust instructional support for teachers

Strategic Activities in Motion:

• Continued commitment to Digital Learning including ease of access

to curriculum by teachers, students and families (via Microsoft Teams and OneNote)

• Continued expansion of Interim Assessments for PLCs in Elementary

Schools

• District-wide focus on professional learning communities (PLCs)

shifting collective focus to evidence of student learning 1.1.2 Math

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

• 39%

41% 42% 40%

Continued focus

• n

improved science achievement

• utcomes.

Highlights

• Continued strong collaboration

across departments including

• Curriculum & Instruction,

Northwest Regional Professional Development Program (NWRPDP), Gifted and Talented Education

• NWRPDP continues to support

FOSS science kit materials Challenges

• K-8 adopted science materials

are outdated

• Limited instructional support for

teachers; Professional learning

• pportunities are mostly grant

dependent

• Nevada Science Assessment

instructional support materials are lacking in alignment Next Generation Science Standards (NGSS) Strategic Activities in Motion:

• NWRPDP continues to support FOSS science kit materials
• Commitment to Digital Learning including ease of access to

curriculum by teachers and students (via Microsoft Teams and OneNote)

• Expansion engaging STEM related initiatives

1.1.3 Science

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

• 36%

36% 37% 35%

College and Career Ready Diploma is here!

Highlights

• NDE Grant currently awards high

schools funding based on number

• f diploma earners (funds used to

support continuing CCR Diploma efforts)

• District departments collaborating

to help high schools identify students on path to earning CCR Diploma

• Schools working with students and

families to track student progress toward each diploma option

Challenges

• Core Credit attainment
• ACT performance
• Continuing to communicate and

provide high quality and engaging coursework for CCR Pathways

Strategic Activities in Motion:

• Continuing focus on communicating importance of CCR Diploma to

staff, students, families and community

• District departments working together to streamline data collection to

upload to IC (i.e. CTE completer numbers) to easily recognize who earns diploma)

1.5.2 CCR

# of Grads Earning a CCR Diploma # of Grads Earning an Honors Diploma that also had CCR Endorsement(s) # of Grads Earning an Advanced Diploma that also had CCR Endorsement(s) # of Grads that earned College Readiness Endorsement # of Grads that earned Career Readiness Endorsement # of Grads that earned BOTH College and Career Readiness Endorsements

233 1031 31 1263 752 387

Continued increase in Career & Technical Education Pathway

• f Student

Completion.

Highlights

• NV Department of Education has

set a goal of 11,000 annual student completers by 2020 (equates to 1,550 in WCSD)

• WCSD has increased the number of

students completing a program of study to 830 in SY18-19

• Completion of a CTE course

sequence is now one of the qualifiers for the College & Career Ready (CCR) Diploma Challenges

• Perceived lack of value for Career

& Technical Education and lack of awareness re: CTE options and Work-Based Learning

• Course allocation and scheduling,

which may impact ensuring students are able to fit CTE courses in their schedule in order to complete a pathway of study

• Hiring and retaining qualified CTE

teachers

Strategic Activities in Motion:

• CTE Dept funds a half-time Work-Based Learning facilitator who assists

with planning and implementation of District's internship framework and data collection

• Conducting comprehensive local needs assessment (CLNA) in SY19-20

to analyze CTE program data and engage with stakeholders to ensure programs are aligned and validated by local workforce needs and economic priorities

• Developing systematic engagement and recruitment efforts at the

middle school level

1.5.3 CTE

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

• 14%

19% 23% 20%

Continued focus on improved

• utcomes

for English Learner (EL) students.

Highlights

• ELD Teacher model now serves 33

elementary schools

• Title III funds provide a social worker

and family liaison who work with EL families, refugees and migrants and provides teaching assistants at schools with high student/teacher ratio

• English Language Development

Dept collaborating with other departments to ensure high quality professional learning is in place in support of new K-5 ELA curriculum adoption

Challenges

• Language acquisition is complex

and takes time

• Providing professional learning
• pportunities for all teachers at all

grade levels in language development and use of data

• Providing professional learning
• pportunities for all teachers at all

grade levels in language development and use of data

Strategic Activities in Motion:

• Alignment of professional learning with various Departments to

implement new K-5 ELA curriculum

• Helping align school performance plans by emphasizing the setting
• f language targets within content subjects
• Alignment to District PLC initiative through EL PLCs and participation

in school site PLCs 1.2.2 EL Exit Rates

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

• 56%

61% 63% 64%

Increasing access to educational data through the WCSD Data Warehouse: Business Intelligence Gateway (BIG).

Highlights

• Forty+ reports available on

demand, including dashboards with multiple sub-reports

• Constantly modifying

adding/removing reports based

• n educator feedback,

relevance, user friendliness

• Increase in the number of

educators we engage with for ideas/feedback for report - helps stay relevant and accurate Challenges

• Keeping up with changing

metrics and communicating changes in user friendly way

• Can only access within WCSD

Strategic Activities in Motion:

• Completed graduation on-track report with new CCR diploma

requirements

• Maintaining chronic absence reporting suite/dashboard
• Building reporting section aligned to Nevada School Performance

Framework (NSPF) 1.4.1 BIG Users

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

905 905 1265 1329 1323

Increasing access to educational data through the WCSD Data Warehouse: Business Intelligence Gateway (BIG)

Highlights

• Forty+ reports available on

demand, including dashboards with multiple sub-reports

• Constantly modifying

adding/removing reports based

• n educator feedback,

relevance, user friendliness

• We have seen an increase in

the number of educators with ideas/feedback for report - helps stay relevant and accurate Challenges

• Keeping up with changing

metrics and communicating changes in user friendly way

• Can only access within WCSD

Strategic Activities in Motion:

• Completed graduation on-track report with new CCR diploma

requirements

• Maintaining chronic absence reporting suite/dashboard
• Building reporting section aligned to Nevada School Performance

Framework (NSPF) 1.4.2 BIG Reports

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

7312 7312 10049 10552 11771

Focus on proactive approaches for all cohorts.

Highlights

• High school teams meet regularly

and proactively to identify and support students who are credit deficient earlier

• Earning Core Credits by tenth grade

(2 English, 2 Math, 2 Science, 1 Social Studies (total of 7 credits) leads to better outcomes for HS and CCR Diploma

• Targeted graduation plans for all

students and consistent monitoring. Direct interventions during intersession, Saturday Sessions, After- school

Challenges

• Communicating changing credit

requirements for diplomas to students and families, and the importance of earning these credits on time

• Requirements that must be met for

course load during senior year due to ACT score in junior year (possible exceptions)

• Continued support of recent

implementation of Edgenuity online learning, tutoring, remediation, and acceleration

Strategic Activities in Motion:

• Targeted Graduation Plans for all students that includes consistent

monitoring

• Direct interventions for students during the school day, with before

and afterschool programming, with Intersessions, and with Saturday sessions

• High School pathway monitoring improvements in BIG

1.1.4 Core Credit

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

• 66%

63% 65% 64%

District strives to narrow achievement gaps and increase access.

Highlights

• Maintaining momentum of

narrowing gaps in high school graduation rates

• Work of Equitable Access Task

Force: Creating greater access for all students

• Increasing access and success

in AP, IB, CTE, and Dual Credit courses Challenges

• Providing equitable access and

supports for all students to receive rigorous and relevant academic programming PK-12

• Maintaining consistently high

academic expectations for all students

• Continue equity conversations

and expectations with urgency, addressing belief systems and implicit biases Strategic Activities in Motion:

• Equity 101 Professional Learning for Teachers and Administrators
• PLC work with an equity lens: Academic equity during Vertical

meetings

• Early literacy supports: Professional Learning for Literacy Specialists
• n consistent expectations around interventions (Read by Grade 3)

1.2.1 Achievement Gaps

18-19 Target SY18-19 Actual

More than 50% of sub-pops below the District's overall average make growth above the District's average growth rate

Next Slide

District strives to narrow achievement gaps and increase access.

1.2.1 Achievement Gaps

English/Language Arts Math Year 2017-2018 2018-2019 Change Year 2017-2018 2018-2019 Change Overall 48% 49% 1% Overall 41% 40%

• 1%

American Indian 26% 28% 2% American Indian 20% 21% 1% Asian 67% 66%

• 1%

Asian 64% 64% 0% Hispanic 35% 36% 1% Hispanic 27% 27% 0% African American 30% 27%

• 3%

African American 21% 16%

• 5%

White 61% 61% 0% White 54% 53%

• 1%

Multiracial 55% 55% 0% Multiracial 47% 47% 0% Pacific Islander 32% 30%

• 2%

Pacific Islander 25% 24%

• 1%

FRL 32% 34% 2% FRL 25% 26% 1% IEP 13% 13% 0% IEP 12% 12% 0% EL 11% 11% 0% EL 12% 11%

• 1%

CIT 22% 22% 0% CIT 17% 16%

• 1%

2 of 8 made more improvement than the district

• verall. Target not met.

2 of 8 made more improvement than the district

• verall. Target not met.

Third Grade Reading Four Year Graduation Rate Year 2017-2018 2018-2019 Change Year 2017-2018 2018-2019 Change Overall 45% 44%

• 1%

Overall 84% 86% 2% American Indian 23% 28% 5% American Indian 80% 81% 1% Asian 59% 63% 4% Asian 94% 96% 2% Hispanic 32% 31%

• 1%

Hispanic 81% 81% 0% African American 24% 26% 2% African American 69% 73% 4% White 57% 55%

• 2%

White 87% 89% 2% Multiracial 51% 52% 1% Multiracial 82% 89% 7% Pacific Islander 36% 20%

• 16%

Pacific Islander 82% 85% 3% FRL 30% 31% 1% FRL 77% 79% 2% IEP 18% 18% 0% IEP 63% 68% 5% EL 18% 18% 0% EL 73% 74% 1% CIT 23% 22%

• 1%

CIT 60% 63% 3% 3 of 8 made more improvement than the district

• verall. Target not met.

5 of 9 made more improvement than the district

• verall. Target met.

High School academic achievement is heavily influenced by how prepared students are to access high school material/content.

Highlights

• The Early Warning System (EWS)

allows schools to identify students who may be at-risk as they transition from grade to grade

• Schools use Multi-Tiered Systems of

Support as a framework to meet the needs of each individual student

• Zoom support, WIDA and other

tools used to monitor the progress

• f EL students as they progress

through the levels of language acquisition Challenges

• Maintaining focus on grade level

expectations and access to core instruction while remediating gaps in previous learning

• Using a combination of EWS and

MTSS data to track student progress and to meet unique student needs

• To ensure the large majority of

students exit middle school ready to access the high school curriculum and to meet the needs ALL HS students regardless of readiness Strategic Activities in Motion:

• Continued support for schools to interpret EWS and MTSS data as

students transition from grade to grade

• Ongoing support for schools as they use data to strengthen systems and

instructional practice

• Ongoing support for schools with respect to WIDA interpretation and EL

programming

1.5.5 Ready for High School

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

57% 57% 58% 61% 56%

School District blazes the trail

• n

measuring Family Engagement.

Highlights

• Through direction from the Council
• n Family Engagement and in

partnership with the University of Nevada, Reno, a family engagement index has been developed combing information from parent surveys, use of Infinite Campus, and participation with Parent University

• The index was presented to the

Board of Trustees on October 15, 2019 and will be piloted during the 2019-20 school year in order to refine the index and to establish baseline measurement

Challenges

• Although the index combines

multiple measures, it does not include several known family engagement strategies

• The index is designed more for

planning and improvement as

• pposed to a "high stakes"

measure Strategic Activities in Motion:

• A subcommittee of the Council on Family Engagement will be seeking

input from multiple stakeholders regarding the use of the metric

• Collaboration with the Accountability Office is ongoing to study the

association between the index and academic performance

3.2.1 Family Satisfaction

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

Through Parent University, schools and the school district are able to effectively engage with families and promote meaningful family-school partnerships.

Highlights

• Collaboration with multiple

District departments has resulted in higher quality Parent University course offerings

• Teacher professional learning

cohorts such as the Literacy Club Cohort are building systemic capacity for high quality and meaningful family engagement by working with classroom teachers Challenges

• Reductions in financial support

for Parent University have hampered course offerings

• School and family participation

is variable across the school district Strategic Activities in Motion:

• Parent University is coaching school sites to transform existing family

engagement initiatives and connect community partners to support families

• Families are being supported on critical topics in education and

child/adolescent development, such as: Digital Citizenship, Transitions and Social and Emotional Learning 3.2.2 Parent University

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

• 89%

90% 95%

Notable decrease in chronic absenteeism.

Highlights

• Chronic absenteeism has decreased

significantly; with the new policy requiring makeup work, and the use of Temporary Educational Placement (TEP) codes, chronic absenteeism decreased from 19% to 9%

• For a variety of reasons, including state

guidance and WCSD wanting to ensure face to face interventions, the TEP was removed this year. The 2018-2019 rate would have been 17% had TEP codes counted as full absences. This still would have surpassed the target

• Growing school level awareness that

chronic absenteeism is typically a signal of greater social emotional and academic challenges affecting students

Challenges

• Developing support plans with family

engagement that motivate student attendance and academic engagement

• Developing support plans with family

engagement that motivate student attendance and academic engagement

• Resources within schools and within central
• ffice to ensure early and ongoing

intervention with families (i.e. home visits) Strategic Activities in Motion:

• Student Advisory Review Board meetings with families and schools to develop support

plans for students and families

• Ongoing integration of attendance support through the Multi-Tiered System of Supports

problem solving framework

• Integration of attendance support with work related to Family Resource Centers and

Children in Transition

5.1.1 Chronic Absenteeism

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

• 19%

Baseline

18% 9%* 17%

if TEP = Absent

WCSD continues to make efforts to combat disproportionality and to narrow access and achievement gaps.

Highlights

• At regular intervals, schools are being

provided with data displays depicting

• disproportionality. This data is then used

as part of school improvement and instructional planning

• New teachers, ARL Candidates, school

teams, and central office leadership are receiving critically important equity & diversity training. The focus includes but goes beyond the construct of race.

• Through the MTSS-SEL Department, school

teams continue to be supported as they integrate Positive Behavior Supports, Social Emotional Learning, and Restorative Practices aimed at strengthening school climate and core instructional practice Challenges

• Disparities in outcomes has persisted for

years calling for immediate action. Mere instructional strategies are not enough to combat institutional barriers.

• Clearly articulating the connection

between student behavior and student academic achievement, understanding that core instructional practice is part of school climate.

• Deeper implementation and integration
• f Equity, Cultural Competency, Family

Engagement, PBiS, SEL, RP, and trauma responsive strategies is necessary and serve as foundational pieces to ongoing high quality instructional practice Strategic Activities in Motion:

• Aligned central office support for school level PLC focus highlighting the use of data

especially around disproportionality as part of root cause analysis and improvement planning

• Ongoing behavioral support for schools through a variety of mechanisms and

commitment to align general education and special education support

• Implementation of school climate - student behavior task force

5.1.2 Disproportionality

18-19 Target SY18-19 Actual

Set likelihood ratios for Advanced Course Access and Suspensions. If 50% of the subpops that don't meet proportionality improve toward proportionality = meets; 75% of the subpops that don't meet proportionality improve = exceeds Advanced Course Access: Exceeds Target. Suspensions: Meets Target

WCSD continues to make efforts to combat disproportionality and to narrow access and achievement gaps.

AP/IB/Dual/CTE Completion 2017-2018 AP/IB/Dual/CTE Completion 2018- 2019 Moved Toward Proportionality Suspensions 2017-2018 Suspensions 2018- 2019 Moved Toward Proportionality

Native American/ Alaska Native 0.56 0.67 X 1.58 1.46 X Asian 1.52 1.39 X 0.36 0.39 Hispanic 0.70 0.84 X 1.26 1.21 X African American 0.60 0.67 X 2.26 2.19 X White 1.33 1.16 X 0.73 0.77 X Multiracial 1.08 1.03 X 0.99 1.04 Pacific Islander 0.67 0.81 X 1.46 1.33 X Low SES 0.61 0.73 X 2.13 1.73 Students With an IEP 0.18 0.31 X 1.85 1.89 Current/ Ever EL 0.76 0.91 X 1.22 1.19 X Children in Transition 0.49 0.56 X 2.08 2.01 X #

11 populations out of 11 moved toward proportionality. (Exceeds Standard) 7 populations out of 11 moved toward proportionality. (Meets Standard)

5.1.2 Disproportionality

District continues commitment to survey perceptions of school climate among students, parents, and staff.

Highlights

• Among students we observed

modest positive increases with respect to engagement, relationships, and safety

• Growing appreciation of the need

to consider the views of multiple stakeholders as we strive to improve

• pportunities for students
• School capacity to combine data

from multiple sources as they evaluate progress is improving Challenges

• Perception data is more difficult to

act upon compared to more empirically based metrics

• Motivating greater survey

participation among parents and staff

• The time necessary to effectively

integrate survey data along with

• ther quantitative measures to drive

school improvement

Strategic Activities in Motion:

• Production of data displays from the Office of Accountability to support the

interpretation and use of climate data

• Use and integration of survey data in the recognition of schools with respect to

family engagement and social emotional learning efforts

• Central office use of survey data to evaluate departmental support to schools

with respect to school climate efforts.

5.1.3 Positive Perception

Climate Survey Strategic Plan Baseline Data

(Three Year Averages From: 2017, 2018, 2019)

Percent Reporting Affirmatively…. Student Family Staff%

• Engagement with school

59% 89% 82%

• Positive relationships with school community

75% 88% 84%

• Feeling safe (or feeling their children are safe) at school

83% 90% 89%

School District successfully expands Early Childhood Education programming.

Highlights

• Established new integrated ECE

classrooms for ECE Special Education students

• Strengthened professional

learning among ECE teachers through PLCs and established high quality program expectations

• Created an interest list of

teachers who want to convert their Special Education classrooms to an integrated programs Challenges

• Disparities between the Special

Education and General Education hours of programming

• Expanding programs requires

changes to programming and teacher allocations

• New program assessments require

teachers to examine their classroom practice Strategic Activities in Motion:

• Collaboration with Kindergarten Facilitator to improve Pre-K to

Kindergarten transitions for students

• Establishing partnerships to support STEAM and STEM professional

development for the ECE teachers

• Establishing new Technical Assistance Center on Social Emotional

Intervention (TACSEI) demonstration classroom sites

1.5.4 ECE

Baseline Number SY17-18 Actual 18-19 Target SY18-19 Actual

18 18 20 20

The 21st Century Badge Program continues to support student- centered instructional practice.

Highlights

• Badge classes continue to be

well attended

• Observations of instructional

practice continue to demonstrate increases in student-centered activities Challenges

• Lack of reliable access to

up-to-date student technology

Strategic Activities in Motion:

• Development of a District Strategic Technology Plan is

underway

1.3.1 21st Century

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

• 120

144 120 136

Continued process improvement and incremental results improvement.

Highlights

• Changed Praxis testing

requirements to prevent participants from completing program but being ineligible for hire because of struggled with the testing requirements

• Encouraging candidate's to
• btain their Substitute teaching

license is providing additional

• pportunities for skill building
• Legislatively designated

scholarship opportunities are a significant support for the program Challenges

• Legislatively designated

scholarship opportunities are a significant support for the program

• Grant funding variability creates

inconsistencies in how we can support the program from cohort to cohort

• Participants who don't get their

Substitute teaching license experience hiring delays because

• f the turnaround time for

licensing applications Strategic Activities in Motion:

• Working closely with the Office of Accountability on program evaluation

and continued process improvement

• Preparing for the retirement of TOSA that supports this program in an effort

to ensure program success during and after transition

• Exploring ways to better support external career changers

2.1.4 Alternative Route to Licensure

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

• 80%

67.1% 69% 67.6%

Maintain licensed employee engagement through the MyPGS platform.

Highlights

• District professional learning
• pportunities have been

consolidated into the MyPGS platform

• Virtually all licensed employees

access professional learning through the MyPGS platform

• Connections between the

evaluation process and professional learning opportunities are established Challenges

• Ensuring all professional learning
• pportunities are on the MyPGS

platform

• Ability to continuously review

course offerings to ensure alignment to increase return on investment

Strategic Activities in Motion:

• Continual training of course creators to ensure alignment to

standards

• Streamlining of approval process to ensure courses are targeted to

appropriate audience 2.2.2 MyPGS

SY16-17 Actual SY17-18 Target SY17-18 Actual SY18-19 Target SY18-19 Actual

• 90%-97%

meets; +97% exceeds 96% 97% 90%

Consistent increases in gathering feedback

• n the

implementation

• f learning
• pportunities.

Highlights

• Ability to collect data on

implementation of professional learning through MyPGS platform

• Ability to collect data on

professional learning in order to meet the needs of learners Challenges

• Not all course instructors are

sending out implementation surveys

Strategic Activities in Motion:

• Continue training with course creators to ensure

implementations surveys are included in course creation

2.2.3 % of MyPGS Completion

SY16-17 SY17-18 SY17-18 Actual SY18-19 Target SY18-19 Actual

• Baseline

15% 20% 33%

Incremental year over year improvement.

Highlights

• Close partnerships with

colleges/universities in an effort to prepare future teachers for success.

• Comprehensive supports

through the Department of Professional Learning and the New Teacher Academy Challenges

• Many Internal and external

factors influencing employee engagement, satisfaction, and retention

• Comprehensive approach to
• nboarding employees is

lacking Strategic Activities in Motion:

• District focus on building employee morale
• Onboarding task force work in progress

2.3.1 Teacher Retention

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

• 65.6%

73% 75% 73.7%

Satisfaction with Human Resources service continues to improve.

Highlights

• Focus on service delivery

commitments from all HR staff

• Implementation of process

improvements to meet the needs of our customers Challenges

• Resource reductions impact

service levels and quality of work

• Increasing compliance

requirements

Strategic Activities in Motion:

• Continued evaluation of processes in an effort to identify
• pportunities to gain efficiencies.

2.3.2 Employee Satisfaction

Excellent Good Fair Poor Employee Services 63.64% 9.09% 9.09% 18.18% HR Compliance 72.73% 9.09% 0.00% 18.18% HR Operations 64.89% 22.34% 8.51% 4.26% Risk Management 64.29% 7.14% 7.14% 21.43% Talent Acquisition & Development 86.75% 6.02% 2.14% 4.82%

SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

• 86.8%

85% 89.2%

On Time delivery

• f

students

Highlights

• Steady increase in on time

delivery

• Faster response to adjusting

route times, anticipating construction projects

• Improved monitoring of delivery

models through overlays of runs showing built runs versus actual driven run Challenges

• Increased traffic in and around

the Reno/Sparks metropolitan area and congestion near schools and in school loading zones

• Continuous road and

development construction

• New school openings and

rezoning Strategic Activities in Motion:

• Continuous monitoring through GPS/Onscreen & continuously

reassessing bus routes for efficiency

• Continuously monitoring and communicating congestion, road

construction projects, and new road projects

• Continuously reassessing major arteries for peak congestion and

finding alternate routes if necessary 4.1.3 Transportation

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

• 94%

94.5% 95% 95.9%

Safety - Decrease accidents per 100,000 miles.

Highlights

• 9% overall decrease in accidents

for SY 18-19

• Majority of accidents are minor

(mirror taps, crossing arms, bumper taps) - 95%

• Systematic improvement in

retraining processes as indicated by decrease in accidents per 100,000 miles Challenges

• Close quarters environment at

both schools and bus yards

• Employee retention & experience

(26% of accidents - driver had ≤1 year experience, 43% - driver had ≤ 2 years experience

• Traffic congestion increase and

road construction increase throughout Reno / Sparks area

Strategic Activities in Motion:

• Monthly Accident Review Team
• Driver retraining for awareness/skills
• Continuous in-service driver training

4.1.3 Transportation

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

• 1.80

1.89 .99 1.72

Total Accidents Minor Accidents SY 17-18 103 98 95% Minor SY 18-19 82 78 95% Minor

Bus Fleet – Cost per mile.

Highlights

• Propane fuel use shows some

savings over diesel

• Decrease in overall mileage

from previous year

• Reduced cross zone

transportation for programs Challenges

• Overall increases to fuel, parts,

employee salary and benefits

• Increase in fuel costs -

$0.04/mile

• Increase in parts and labor -

$0.09/mile Strategic Activities in Motion:

• Working in conjunction with Student Support Services to minimize

cross zone transportation for programs

• Monitoring of idle times and route paths through GPS
• Procurement - Bidding, national contracts, alternative solutions for

parts and lubricants, alternative fuels 4.1.3 Transportation

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

• $4.33

$4.69 $4.50 $4.81 Bus Mileage SY 17-18 5,438,355 SY 18-19 4,756,574

Decrease facility & site critical repair needs.

Highlights

• Environmental Safety & Assessment

Division maintains a Facilities Condition Index System database with all WCSD facilities assets, their age, condition and estimated replacement value. This FCIS database allows Capital Projects to prioritize annual Renewal projects

• n a basis of “worst first” to optimize

cost effective repair strategies and creating equity. Challenges

• Currently there are more than

$483,000,000 in Critical Repair needs across the District

• Construction market conditions –

labor and material costs continue to erode purchasing power

• Additional building and site systems

have been added to the inventory

Strategic Activities in Motion:

• Capital Renewal Plan has been increased from $10M to $40M / year

effective 2019

• Continued diligence by staff related to upkeep and management of

FCIS database

4.1.3 Facilities

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

• .17

.18

FCI* Range Condition Rating SY18-19 WCSD Overall Facilities Condition Index (FCI)* rating: 0.18 Under 0.05 Good

• Overall Buildings 0.16

0.05 - 0.10 Fair

• Overall Site 0.27

0.10 - 0.30 Poor > 0.30 Critical * FCI = Facility Renewal and Repair Costs/Facility Replacement Cost

Decrease number

• f

schools

• ver

maximum capacity.

Highlights

• New school construction and

expansions will allow for increased capacity

• Increases to class room standards

are reflected in SY17-18 “reduction”

• Admin Regs define target

utilizations for ES’s as between 85- 95% capacity and MS’s & HS’s as between 75-85% capacity Challenges

• Fluctuations in student population

intensity within neighborhoods

• With latent overcrowding, new

capacity takes years to construct while growth continues Strategic Activities in Motion:

• Major Capital Projects are actively underway across the District
• Zoning Advisory Committee is actively assessing current enrollments and

zoning boundaries to reduce overcrowding and better utilize existing facility capacities

4.1.3 Facilities

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

• 28

22 17 17

All Schools 2016/17 2017/18 2018/19 Percentage utilization, all schools 91% 88% 89% Number of schools over preferred utilization % 43 48 54 Number of schools over utilization % 17 18 17 Number of schools over maximum capacity 28 22 17

Provide clean schools for the students, staff, and visitors

• f the

WCSD.

Highlights

• The Housekeeping Department

has reduced the virus outbreak costs by $220,000 in comparing SY15-16 to SY18-19

• The Housekeeping Department

implemented a new Site Visit Information log to document

• verall safety, process cleaning,

grounds, maintenance issues, and emergency readiness of each site Challenges

• Difficulty in filling vacant

positions – 12% increase in vacancies since SY15-16

• Increases to overall facilities

square footage to clean

Strategic Activities in Motion:

• Consistent, regular training on standard cleaning practices for custodial

staff

• Training in Integrated Pest Management to maintain safe learning

environments.

4.1.3 Facilities

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

97% 96% 97% 97% 96%

* The Housekeeping Operations Department oversees the cleanliness and upkeep of all District owned facilities through a consistent inspection and survey program. This program reviews and measures the cleaning and sanitizing standards through frequent, unannounced 31 point inspections, based on a 0-100% scoring system.

Increase Breakfast participation.

Highlights

• New Menu Items and

Promotions

• Equipment and Technology

Investments

• Community Eligibility Provision

Transition (2 to 40 schools for SY 19-20) Challenges

• Staff Shortages
• Limited Meal Service Times /

Access of Students to Breakfast Meals Strategic Activities in Motion:

• Serving Breakfast in the Classroom at 40 sites
• Student Advisory Committee Meetings
• Kitchen Refreshes/Central Kitchen Renovations and Expansion

4.1.3 Nutrition Services

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

• 24.10%

24.06% 24% 23.55%

School Year Total Breakfast Meals SY 16-17 2,688,981 SY 17-18 2,733,948 SY 18-19 2,663,967

Increase Lunch participation.

Highlights

• New Menu Items and

Promotions

• Equipment and Technology

Investments

• Transition to Community

Eligibility Provision Challenges

• Staff Shortages - Creating Long

Lunch Lines (Recent Job Fair success)

• Limited Meal Service Time
• Competitive Sales by Schools

Strategic Activities in Motion:

• Added 2nd BBQ to increase special events at more Elementary

Schools

• Student Advisory Committee Meetings
• Kitchen Refreshes / Central Kitchen Renovations and Expansion

4.1.3 Nutrition Services

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

• 40.46%

40.23% 40% 39.94%

A La Carte, Catering, School Year Total Lunch Meals Vended Meals SY 16-17 4,518,233 1,049,261 SY 17-18 4,571,881 1,024,847 SY 18-19 4,517,586 1,149,221

Receive student feedback

• n

school meals.

*** New SY 19-20 Metric *** Strategic Activities in Motion:

• Partnering with Communications
• Partnering with Student IT Classes
• Meal App with Survey/ Feedback Option

4.1.3 Nutrition Services

The number

• f WCSD

Volunteers increased by 8%!

Highlights

• 1,399 college practicum

students were placed

• 38 Light-Duty employees

placed in productive work with cost saving over $100,000 (figure provided by Risk Management) Challenges

• Lack of understanding of recent

changes in background check requirements

• Upcoming reduction in

workforce in Volunteer Services Strategic Activities in Motion:

• Working closely with UNR College of Education to improve systems

for the facilitation of practicum placements

• *Working with Curriculum & Instruction to provide volunteers for the

new “Kindergarten Storytelling' project 3.4.1 Volunteers

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

• 16,264

11,722 11,722 12,620

Implementing Best Practices in School Budgeting for the third straight year.

Highlights

• Use of Smarter School Spending Tool

for benchmark analysis

• Board budget policies and principles

adopted

• Community survey completed and

Community Budget Forums conducted

• Priority Based Budgeting Implemented

Challenges

• We received the final status for the

FY18 GFOA award after the deadline for submitting the FY19 award. We could not use those results to improve the document and submission for the FY19 award

• The new GFOA award requires some

very prescriptive guidelines that are difficult and time consuming to fully implement

• Reducing the ongoing structural

deficit and lack of new funding make it difficult to pay for instructional priorities.

Strategic Activities in Motion:

• Priority Based Budgeting process
• In process of applying for ASBO Meritorius Budget Award which also

recognizes school districts for excellence in school budget presentation, setting a high standard for transparent budget development

4.1.1 Budget Best Practices

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

Receive Award Received Award Received Certification for Path to Award Receive Award Did not apply due to timing issue related to FY18 result

The FY20 General Fund Budget was balanced,

• ne year ahead
• f the

Board’s goal.

Highlights

• Over the last three budget

cycles, the District has reduced

• r shifted $63 million of General

Fund costs

• The FY20 budget includes

funding for a 3% cost-of-living adjustment and step increases (2%)

• WCSD is the only school district

to use the Priority Based Budgeting process Challenges

• New schools coming on line in

FY20, FY21 and FY22 will increase operating costs

• Still engaged in collective

bargaining with employee associations

• Our per-pupil basic support in

FY21 will increase only $50 per pupil, which is less than a 1% increase Strategic Activities in Motion:

• Beginning FY21 budget process next month, in order to eliminate a

$4M funding gap

• CFO sits on Commission on School Funding, which will review and

advise on new funding formula

• Continue to provide education to leaders and public on schools'

revenue issues 4.1.2 Eliminate Deficit

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

• $40,500,000

$7,200,000 $13,500,000 $0

School visits by Trustees.

Highlights

• Nearly all schools were visited
• Trustee visits were well-received

by schools and created a positive climate Challenges

• Trustees' work schedules make it

difficult to visit during school hours

• Rescheduling and unexpected

cancelations

Strategic Activities in Motion:

• Streamlining the process for school visits using Microsoft Forms

3.3.2 Trustee Visits

Baseline Number SY16-17 Actual SY17-18 Actual 18-19 Target SY18-19 Actual

• 100%

100% 99%