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Mission Statement |
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Clark County School District students will have the knowledge, skills, attitudes and ethics necessary to succeed academically and will practice responsible citizenship. |
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• Schools making AYP increased from 114 to 183 — a 60% increase, with 34 High Achieving Schools — up from 19, and 6
Exemplary Schools — up from 0.
• 277 comprehensive schools in CCSD demonstrated growth in on or more subjects and/or subpopulations based on the 2005-06
AYP data.
• The percent of schools meeting state AYP targets increased from 75.3% to 85.9% in reading and 68.4% to 87.8% in mathematics.
• 12th grade students receiving a diploma increased from 84.2% to 85.4%, with 2,375 advanced diplomas and 2,192 honors diplomas.
• Percentage of graduating students enrolling in four-year post secondary education increased from 42% to 43%; those enrolling in
two-year post secondary education increased from 28% to 29%.
• Enrollment at UNLV has increased by 20%.
• $44 million in Millennium Scholarships plus $57 million in other scholarships were awarded to 1,566 students from the Class of
2006.
• CCSD had 39 National Merit Finalists.
• The overall dropout rate for Grades 9-12 declined from 7.6% (2003-2004) to 6.8% (2004-2005), with greatest improvement in 12th
grade students.
• The number of students who took AP courses increased from 8,879 to 9,781.
• Achievement scores increased from 8% to 35% for Individual Educational Plan (IEP) students, English Language Learner (ELL),
and Free and Reduced Lunch (FRL) students, across all grade levels and all subjects.
• All Hispanic students, elementary through high school, demonstrated an increase in English Language Arts of 4.01% and an increase
in mathematics of 3.42%.
• Across the board the first-time pass rates for the High School Proficiency Exam (HSPE) increased:
• Reading — from 72.5% to 76.6%
• Writing — from 87% to 89.3%
• Math — from 39.7% to 44.6%
• 12th grade HSPE pass rates increased in reading (from 94.0% to 94.1%), but decreased slightly in writing (from 95.2% to 94.7%)
and in math (from 86.9% to 85.2%).
• ACT scores have risen steadily over the past five years.
• Percent of LEP students proficient in English increased from 37% to 43%.
• High school students participating in fine arts activities increased from 38,443 to 39,725.
• Students attending magnet schools increased from 11,868 to 12,005.
• The number of CTE students who earned Tech Prep college credit while in high school increased, as did the number of students
participating in a work-based learning activities and the number participating in CTE student organizations.
• Students enrolled in a secondary foreign language course increased from 46,804 to 55,958.
• Elementary students participating in physical fitness programs increased from 66% to 70%.
• Increases in proficiency on the Criterion Referenced Test (CRT) were demonstrated in 3rd and 5th grade reading and in 5th and 8th
grade math.
• In Grades 3 through 5, CCSD students scored at or above the national average (50) with the exception of reading, where they scored
only two points below the average, on the Norm Referenced Tests (NRTs).
• Percentage of classroom instructional computers with Internet access increased from 96.3% to 97.3%.
• District Wide Survey results indicate:
• Positive parent responses regarding high academic expectations, students learning basic skills, and students use of technology
increased 4.9%, 1.1%, and 6.6% respectively.
• Positive parent responses regarding student recognition, students becoming responsible citizens, and student enthusiasm about
learning increased 9.3%, 6.3%, and 2.4% respectively.
• 84% of the 19,753 parents responded “agree” or “strongly agree” that schools assist students in developing positive qualities,
such as honesty, kindness, and caring — an increase of 10%.
• 38 high schools reported 128,487 community service hours with a charitable contribution of $131,729.29 and 33 middle schools
reported 90,746 service hours with a contribution of $176,820.77.
• 90% of the schools implement strong character education programs that include recognition and rewards for students who
demonstrate academic and behavioral achievement, improvement, and initiative.
• The District operated 416 all-day kindergarten classrooms containing approximately 11,000 students. The results from the Full-
Day/Extended Day Kindergarten Study indicated that full-day kindergarten contributed to closing the achievement gap.
• The number of AP exams taken increased from 6,391 in 2004-2005 to 7,079 in 2005-2006 and the number scoring 3 or above
increased from 3347 to 3467 respectively.
• Through grant funding made available by NRS 385 and Senate Bill 404, the District and 238 schools were awarded $20,445,605.00
and $33,597,060.06, respectively. Grants were used to fund effective programs, practices and strategies to improve the academic
achievement and proficiency of CCSD students.
• AVID (Advancement Via Individual Determination), an academic support program utilized in many CCSD secondary schools,
helped prepare students for college eligibility. AVID placed and supported academically average students in advanced classes and
improved the academic opportunities for minority, rural, low-income and other students.
• Nineteen high schools in the District have implemented the block scheduling concept in the 2005-06 school year. Block schedules
restructured the school day, allowing teachers to engage students in interactive learning, and providing students with additional credit
opportunities. Fourteen of these high schools participated in a research study to examine the effectiveness of block scheduling in
Clark County School District.
• Development and adoption of the 21st Century Course of Study adding a fourth year of mathematics to include at least Algebra II
and a third year of science to include at least Biology I. |
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Goals and Objectives |
GOAL1: The District will demonstrate increased student achievement in English/Language Arts, mathematics, and science, reduce the achievement gap between disaggregated populations, decrease the number of high school dropouts, and increase achievement of ELL and IEP students by institutionalizing research-based instructional systems.
MEASURABLE OBJECTIVE 1.a. CCSD students will demonstrate increased academic achievement in English/Language Arts as
measured by Nevada AYP standards in June 2007, such that there will be at least a 10% decrease in non-proficient students.
MEASURABLE OBJECTIVE 1.b. CCSD students will demonstrate increased academic achievement in mathematics as measured
by Nevada AYP standards in June 2007, such that there will be at least a 10% decrease in non-proficient students.
MEASURABLE OBJECTIVE 1.c. CCSD students will demonstrate increased academic achievement in science as measured by
Nevada AYP standards in June 2007, such that there will be at least a 10% decrease in non-proficient students.
MEASURABLE OBJECTIVE 1.d. The District will demonstrate a reduction in the achievement gap between AYP disaggregated
populations.
MEASURABLE OBJECTIVE 1.e. The District will demonstrate a decrease in the percentage of high school dropouts.
MEASURABLE OBJECTIVE 1.f. The District will demonstrate increased achievement in ELL as measured by the AMAO
objectives.
GOAL 2. The District will coordinate, design, deliver, and evaluate ongoing professional development aligned to District instructional initiatives.
MEASURABLE OBJECTIVE 2: The District will realign professional development to meet District instructional initiatives and
identified student needs.
GOAL 3: The District will improve and expand its ability to retain, support, and attract qualified staff including teachers, administrators, and support staff.
MEASURABLE OBJECTIVE 3.a. The District will improve and expand its ability to retain qualified teachers such that there will be
a decrease in the attrition of teachers by 10%.
MEASURABLE OBJECTIVE 3.b. The District will attract qualified staff such that there will be a 10% decrease in unfilled
positions.
MEASURABLE OBJECTIVE 3.c. The District will increase its teacher retention rate at ‘at risk’ schools. |
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