Report Card -
Durango High School
 
Durango High School
 
Durango High School
Kristy Dee Keller, Principal
7100 W. Dewey Dr.
Las Vegas, NV 89113
Phone: 702-799-5850 Fax: 702-799-5855
Website: schools.ccsd.net/durango
 
 
Mission Statement
We, the Durango High School community, will challenge ourselves in every aspect of school life through Dedication and Hard work to ensure future Success.
 
Highlights
New leadership at Durango High School set the stage for strengthening school culture, instructional practices, and overall school pride and safety. Durango met state testing targets in 2010.
  • Durango met and exceeded state academic targets in reading on the high school proficiency exam in all but one subgroup.
  • Durango reduced the non-proficient status in reading of its special education population by 38%.
  • Durango met and exceeded state academic targets in math on the high school proficiency exam in all but three subgroups.
  • Durango reduced non-proficient status in math of its Hispanic, Black, and Special Education populations by a minimum of 16%.
  • Durango was awarded grant monies to provide additional mathematics course offerings to our non-proficient students.
  • Durango received grant monies to provide after -school tutoring twice weekly for the entire school year to all students.
  • Durango received grant monies to provide funding for teachers to conduct structured planning time and share best practice.
  • Durango received grant monies to provide a three week summer session for limited English speakers.
  • Durango staff, students, and parents participated in a complex year of self-study to maintain our NW Accreditation status.
 
Goals and Objectives
Goal 1
Students in the IEP and LEP subgroups will demonstrate a decrease in non-proficient status in math and reading.

Objective(s):
Students in the IEP and LEP subgroups will reduce non-proficient status by at least 10% in both mathematics and reading as measured by the 2011 High School Proficiency Exam (NHSPE).

Goal 2
Students in the Hispanic and Black subgroups will demonstrate a decrease in non-proficient status in mathematics.

Objective(s):
Students in the Hispanic and Black subgroups will reduce their non-proficient status by at least 10% in mathematics as measured by 2011 the Nevada High School Proficiency Exam (NHSPE).