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Superintendent’s Evaluation Rubric

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Superintendent’s Evaluation Rubric, Based on the District’s Five Year Strategic Plan Please rate each category objectively with an attempt to maintain a global focus on each metric. The following categories are meant to evaluate the creation of, adherence to, and continued focus on the broad categories outlined within the District’s strategic plan. The following categories are considered formative in nature. Vision: adherence to and focus on the Board’s vision. All students progress in school and graduate prepared to succeed in and contribute to a diverse global society.

1. The Superintendent does not adhere to the District’s vision. 2. The Superintendent adheres minimally to the District’s vision. 3. The Superintendent fully adheres to the District’s vision but it is not a central focus. 4. The Superintendent fully adheres to the District’s vision and it is central to everything

they do.

Vision: adhering to and maintaining focus on the District’s Vision.

Rating (1-4) 4 (LB), 3.3 (LC), 4 (DW), 3 (IC), 2 (LY), 2.5 (DF), 4 (CG)

Evidence for rating: Entry Plan, Development of Focus 2024, State of the Schools, Numerous documents and public conversations focusing on student outcomes and well-being. Listening tours, employee hotline, reorganization of regions, emphasis on leadership development Student success priorities; strategic plan Bringing in low-cost or free external reviewers, i.e. Council of Great City Schools, to evaluate CCSD departments Standardized K-12 Code of Conduct Roundtables/Instructional Rounds Implementation of MAP; K-8 interim assessment Positive reorganization and alignment of facilities, operational services, and finance departments to streamline CCSD business operations Miscommunication regarding significant changes, e.g. removal of Dean position, Title I funding, and bond revisions

Summary

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Cutting central office ELL and Special Education personnel Overall few gains to reduce achievement gaps Establishing College, Career, Equity and School Choice Unit (CCESU) Pairing FACES with CPD Partnering with Clark County School Justice Partnership Partnering with National Equity Project Collaborative work between departments to deliver professional development for administrators and teachers and TSI schools

Rationale for rating: Stresses the importance of focusing on students and their well-being with this objective appearing throughout the District’s strategic plan Overall good progress but some issues with ELL reorganization, inconsistencies within SOT framework with principal selection, student safety issues need to be addressed more proactively, issues of equity/diversity need to be incorporated into all areas of the District with the goal of inclusivity for all students Superintendent’s decisions are made with student success as the priority Superintendent and his team work towards the District’s vision All programs not reviewed for equity, diversity, and inclusion of all students Imbalance of educational opportunities between student groups, including lack of access to diverse educators Establishing CCESU provides support to all students and opens access to diverse student populations while providing more opportunities for all students Pairing FACES with CPD strengthens the services provided and aligns the focus to student achievement; this supports families in a strategic manner and promotes student success up to graduation Partnering with School Justice Partnership addresses achievement issues related to behavior or attendance and provides needed wrap around services; also addresses disproportionality Implementation of a standard K-8 assessment allows for continuity in a system where students are highly transient; also aligns to SBAC

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Prime 6 and Innovative Schools benefit from the collaborative work between multiple departments – ensuring all children receive a high quality education

Commendations: Appears fully committed to the District even in times of adversity Focuses on what he feels is best for all students while questioning whether historical practices have yielded expected results or not Face to face meetings with principals Growth of Magnet and STEAM Academies Increase in student centered programs Increased community and business involvement Utilization of strategic plan as structural boundary for all District departments Increase in DUAL Credit/CTAs/CTE Concerted effort to learn about CCSD and Southern Nevada through listening tours with ideas generated through the process Quickly implemented recommendations after the Council of Great City Schools Review of Business Operations Focus of work has been centralized around great instruction and opportunities for all students Decisions are made with focus on what is best for students versus special interests

Suggestions for measurable growth/improvement:

Increase community buy in and shared ownership of student outcomes Need specific data reflecting results of increased mental health services and/or programs Continue to focus on increasing graduation rates, ACT/SAT scores, AP test pass rate, dual enrollment and credit opportunities Improve decision-making systems and communication dissemination to prevent organizational pain and disruption Allow additional time for feedback and input Include and review data for behavioral schools and incarcerated

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programs and post-secondary educational opportunities for these students Continue work that supports expanding opportunities in comprehensive schools as well as magnet and CTA programs, including more partnerships with business and industry which to allow students to gain real world experience Implement “second-shift” CTA programs to accommodate more students Be mindful of and monitor the impact recruitment of students to magnet and CTAs impact their zoned school Communicate and insist that traditional magnet/CTA expectations of student effort, behavior and attendance are shared with students and families unfamiliar with the level of commitment required

The following comments were not included above because they were not submitted in a format that placed them in one of the categories outlined within the provided rubric. I did not want to assume the intention of the author. Created organizational chart and made necessary improvements to operations of departments. Quick reaction to school safety issues. Installing random searches has drastically lowered weapons taken to schools. Implemented restorative justice. The reorganization of the district was not well though out. It was also against the law. Didn’t know money would be wasted by employees staying at the same range. Should have been well-informed by talking to principals first. Made changes to Title I funding without consulting the board or school principals and without considering any other options or a hold-harmless plan. Acceleration Academies was misrepresented as no-cost to the district and is now a cost to schools. Proposed spending over half $1 billion for two new CTAs with very little community or staff input. Made promises to open school sites with little vetting from those impacting and without consideration of costs, damages, and risks. Snow day – no forward thinking of unintended consequences. Schools lost $100K from cancelled trips. Didn’t complete safety audits with the state. Cost district millions of dollars in safety money. Facilities: created pilot to reinstate building engineers. Student Success Targets: developing and reporting on student outcomes.

1. The Superintendent has not created student success targets. 2. The Superintendent has created student success targets but the results are not

monitored or reported consistently. 3. The Superintendent has created student success targets and the results are presented

to the board on a regular basis.

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4. The Superintendent has created student success targets, the results are presented to the board on a regular basis, and a process for ongoing monitoring has been established.

Student Success Targets: creation of student success targets, maintaining focus on student success, and monitoring results.

Rating (1-4) 4 (LB), 4 (LC), 4 (DW), 4 (IC), 2 (LY), 3 (CG)

Evidence for rating: Focus 2024, numerous Focus 2024 Board presentations, 8/8/19 Monitoring Schedule Development of Leadership Pipeline with goal of increasing pool of effective school leadership to increase student achievement Establishment of College, Career, Equity and School Choice Unit Establishment of Curriculum, Instruction, and Assessment Unit Active use of K-12 student code of conduct through multi-tiered systems of support MAP Accelerator test structure via Khan Academy K-12 Literacy and Language Development Department CCSD Balanced Assessment System ZOOM Schools WiDA Growth Gains in Advanced Placement Pass Rates Collaborative work between departments NWEA partnership Establishing CCESCU Pairing FACES with CPD Partnering with School Justice Partnership Collaborative work with County Commission on Truancy and Pre-K Innovative Schools Addressing remediation rates for students entering NSHE institutions

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Rationale for rating: Fully developed strategic with metrics clearly outlined and a monitoring calendar adopted by the Board Leads and supports the use of data informed instructional goals Successful creation of student success targets with monitoring report timeline All TSI Schools benefit from collaborative work between departments Structure and process for monitoring metrics for initiatives not covered within the strategic plan are not established

Commendations: Developed a clear vision with measurable objectives reported on a regular basis Detailed presentations provided at public meetings with briefings offered to trustees Limiting focus to things within the strategic plan to prevent the District from continuously getting sidetracked while questioning existing practices District goals are systematically aligned with Focus 2024 strategic plan Established high targets with yearly targets to help breakdown the larger goal; allowing room to modify interventions if results aren’t positive Focus centralized around all students Refocusing financial resources to items that require more attention; more funding still required for items within strategic plan


Easier to digest strategic plan layout Aligning strategic plan with those of external stakeholders Scheduling fewer presentations in each Board meeting Continue to refine information being presented and ask questions related to data; look at data in a deeper manner with a clear understanding of the whole picture More community inclusive when promoting the Focus 2024 presentation topics (i.e. announce topics in social media posts for Board meetings) Continue to provide and identify targeted professional that produces

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results Continue expanding opportunities and partnerships to benefit more students

Trustee Ford’s rating was not included because she did not provide a rating for the agreed upon metric. The appropriate place to rate the success of summative metrics is in the section entitled Key Performance Indicators Scorecard (Summative Only). Her comments are listed below: Rating 2: This metric is very flawed. It doesn’t make sense to evaluate on if targets were created/reported on or not. My rating is based on the success of the targets in the Focus 2024 strategic plan. Trustee Garvey’s comments within the evidence category were restated in a single statement instead. Some of her suggestions were included under a previous metric so they were not listed again. Core Values: adherence to and focus on core values. High Expectations, Accountability, Equity, Innovation, Integrity, Customer Service, Communication

1. The Superintendent’s actions or decisions are consistently incompatible with the District’s core values.

2. The Superintendent’s actions or decisions are occasionally incompatible with the District’s core values.

3. The Superintendent’s actions or decisions are consistently compatible with the District’s core values.

4. The Superintendent’s actions or decisions are consistently compatible with the District’s core values and they promote a culture that also aligns with the District’s core values.

Core Values: adhering to and continuously aligning with established core values while promoting a culture aligned to core values.

Rating (1-4) 3.1 (LB), 2.5 (LC), 3 (DW), 3 (IC), 2 (LY), 1.5 (DF), 3 (CG)

Evidence for rating: Specific instances of avoidable situations Entry Plan, Development of Focus 2024, State of the Schools, Numerous documents and public conversations. Communication issues related to removal of Dean positions and Title I changes; difficulty communicating key information to promote an atmosphere of trust and positive inter-personal relationships with all stakeholders

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Emphasis on the best education for all students Raising the bar for adults in the system 234 separate meetings, 4,500 stakeholders engaged Bringing in a balanced assessment at no cost to schools Reorganized central services with a cost savings Settled all 5 bargaining unit agreements within 90 days of starting Focus 2024 development and reporting timeline; MAP; MTSS Modifications to magnet requirements Need of long & short term plan to address teacher shortages and plan to diversify teacher and leadership pools Organizational pain and uncertainty surrounding changes/reorganization of Equity & Diversity Department Use of free/low-cost resources to review CCSD Business Operations; implementing recommendations Integrity expressed through positive intentions Implementation of anonymous hotline to report staff misconduct Miscommunication regarding significant changes, i.e. removing Dean positions, Title I funding, and bond revisions This section did not include leadership, which is central to every aspect of core value Ensuring a high-quality teaching force is one of the most important thing to raise student achievement Inequitable patterns of access to strong, high-quality teachers and substitute teachers Principal, teacher and support professional leadership are crucial to reaching school and classroom goals integrated with good communication and customer service

Rationale for rating: The combination of all core values in one metric resulted in a lower rating Lack of ability to course correct for a higher rating since no midyear

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evaluation was given Moves with a sense of urgency; working tirelessly his first 90 days to complete a listening tour Juice/Java with Jara Forged relationships with elected officials, community leaders, business leaders, employees, and Trustees and sought feedback from stakeholders Continued to relay his findings after his listening tour and provided an opportunity for continued engagement Petitioned the Department of Education to shorten teacher and administrators evaluations while maintaining integrity of the process after receiving feedback regarding the process Worked with the Board within three day-long Board retreats to form goals outlined within the strategic plan Superintendent takes accountability and responsibility for his mistakes IC rated all values individually and rounded the score Communication to staff, Trustees and the community regarding the elimination of Deans, reassignment of principals from selected school to innovative schools Communication and customer service: lack of consistent and required content when it comes to information on school websites Elimination of deans was not effectively communicated

Commendations: Expresses high expectations and has a clear understanding and expectation of accountability. Willingness to own mistakes and adapt future behavior. Focuses on equity in ways previously not done, such as redirecting Title I funds to schools with the highest need. Shows a willingness to question existing practices. Very active presence in the community, at schools, and with business partners Effective implementation of student centered programs

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Facilitated attendance of Harvard Business School Training with Board of Trustees Implementation of a K-9 assessment so a common language can be developed at no cost to schools Restructuring teacher and administrator evaluations Large gains within the Business Operations side of CCSD as a result of the Council of Great City Schools Business Operations review


Clearer communication with Trustees with logic more clearly articulated and a more fully developed plan presented. Develop a consistent process of communication with a minimum threshold established and adhere to it; develop an effective follow-up system to monitor duties that have been delegated to a Cabinet member to ensure success Build trust between Trustees and the Superintendent so that we can trust each other to not use such information in a negative manner to undermine decisions made by staff. Develop a clearer definition of operational decisions and differentiation from oversight. Professional development in communication, possibly Carnegie Communication seminar, or similar course in active listening Continue to look for opportunities for inclusion at every level Develop a culture of responsiveness in all departments with a focus on customer service Improve communication at all level, including staff, community, and each other Provide additional support to school leadership since principal to supervisor ratio is higher than other district after reorganizing Develop a clear, compassionate and consistent message when delivering changes with action steps and larger goal/vision Provide spaces for feedback from a broader spectrum of voices Implement a more methodical method when making large scale decisions so unintended consequences are more fully considered Communicate sooner and continue to learn the cultural nuances of the community

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Spend more time in schools to develop two way communication with staff Act with urgency but be more thoughtful regarding unintended consequences due to poor planning, lack of foresight, or rushed implementation

Please include a definition for each component listed and your rationale for your rating.

The following comments were not included above because they were not submitted in a format that placed them in one of the categories outlined within the provided rubric. I did not want to assume the intention of the author. Board/Superintendent Governance Team Lack of board support specifically around limiting policies and practices, purposely adding to the dysfunction. Favors individual trustees. Pits board members against each other.

- Telling one trustee something and another something else. - Falsely representing the positions of other board members on agenda items.

Cut board liaison apt. The 2 new trustees did not receive the same on boarding support the rest of the board did. Makes decisions and deals without board approval.

- Hired council to negotiate on behalf of district before board approval. - Acceleration academies was advertising for positions in Clark County before the board

had seen the agenda item. Doesn’t answer questions directly. Talks in circles without getting to an answer. Causes Trustees to keep asking the same questions which wastes valuable meeting time. Does not give options or create contingency plans for opposition from board, i.e. snow day/makeup day, Thanksgiving break. The only board training provided has been with the Council of Great City Schools. (It’s a great organization to be part of for the insight of operating a large urban district but they highly favor the superintendent. I do not support our retreats being led by them anymore or having their help with establishing our board governance policies). Many staff members attended and presented at the 2019 CGCS conference and in my opinion, was of no value to CCSD and a waste of district resources. The superintendent and board attended an Executive Training at Harvard which had great material, yet we haven’t discussed or implemented anything we learned. Patterns of concerning behavior: Impulsive decisions with little or no thought process Dishonesty and manipulation tactics Poor judgment Withholding important and relevant information. Misconstruing facts. A complete disregard of other people’s opinions or feelings Dismissive and/or vindictive towards anyone who speaks against him and his decisions Does not consider morale. Lack of empathy,

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Dismisses or repackages ideas from others. Takes credit for everything good. Blames staff for everything bad. Theory of Action: adherence to and focus on the established Theory of Action. Our people drive our success. In order to realize this plan, we must commit to attracting, growing, retaining, and rewarding our people.

1. The Superintendent’s actions or decisions are consistently incompatible with the established Theory of Action.

2. The Superintendent’s actions or decisions are occasionally incompatible with the established Theory of Action.

3. The Superintendent’s actions or decisions are consistently compatible with the established Theory of Action.

4. The Superintendent’s actions or decisions are consistently compatible with the established Theory of Action and they promote a culture that also aligns with the Theory of Action.

Theory of Action: adhering to and creating a culture aligned to established Theory of Action.

Rating (1-4) 3 (LB), 3.5 (LC), 2 (DW), 3 (IC), 1.75 (DF), 2 (LY), 2 (CG)

Evidence for rating: Metrics aligned to the Theory of Action embedded within the strategic plan; presentations related to metrics; public statements etc. Government relations committee; trustee retreats, listening tour, huge community involvement, restricting of direct communication with school principals Settled collective bargaining contracts within 90 days Began to shift accountability in all areas of the District Survey and staff responses; conversations with employees in person and via Facebook posts; employee vacancy statistics Honor roll and challenge coins recognitions Anonymous hotline to report misconduct Chief HR with extensive experience in Human Resources New/On schedule Human Capital Management System Came to agreements with all bargaining unions

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Need for short/long term plans for teacher/sub shortages and diversifying teacher leadership pool Need to develop systems to economically, professionally, and emotionally support pre-service and new teachers Rebuilt support from communication/decisions e.g. Dean cuts Region principal meetings are focused on data and improved practices at the school level Creation of expectation map provides framework for developing leadership pipeline Creation of cross-functional team to deliver professional development Principal-led process created to improve communication between principals and central office departments NEPF evaluation tool streamlined Creation of the K-12 Student Code of Conduct, implementing K-9 Task force work Class size Increased funding at the state level through collaboration Negotiations for multi-year contract with CCEA established concept that District costs are covered before employer increases are considered Communication of positive stories promoting staff and school accomplishments Re-establishing RAVE Reviews Recruitment and placement of licensed teachers in the classroom Reduction of critical labor shortage employee vacancies Vegas PBS offering PRAXIS exams and support professional position exams

Rationale for rating: Consistent focus on theory of action but no evidence that this has impacted culture. Continue hearing staff feels undervalued and unappreciated

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Positive initiatives and good intentions not successful due to rushed decisions/implementation Professional growth for teachers and administrators has been neglected; increased focus is required Including principals in the process to develop two way communication helps them feel valued and validated; additional work was not completed to create a structure and practices for consistent and clear communication directly to employees, producing decisions and actions that are occasionally incompatible with the Theory of Action NEPF changes reflect a willingness to listen to staff but no evidence exists to determine the District is actively developing strategies to lessen the workload of overburdened school staff; teachers are a powerful recruitment tool and lessening their workload would help attract more teachers Restorative justice, social emotional learning, the partnership with School Justice Program, MTSS, and the Student Code of Conduct help address inappropriate and disruptive behaviors but these strategies focus on teachers and school staff without any focus being given to communicating expectations to students and parents Overcrowded classrooms cause additional stress and challenges for our teachers and cause burn out; class size is not specifically addressed in the strategic plan Inadequate staff and leadership during the 2019 legislative session; no current planning occurring around the next session Establishing recognition programs Current antiquated systems and procedures within the HR system are being updated; need to ensure changes are made in alignment with the Theory of Action All programs within CCSD must be reviewed for equity, diversion, and inclusion; bias exists for students with higher socioeconomic statuses Imbalance of educational opportunities for all students

Commendations: Consistent statement that people will improve outcomes not programs. Implementing a reporting system to report negative work environments.

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Increased community engagement, empowerment, and support Superintendent continues to learn from his mistakes Smooth implementation of Human Management Systems and anonymous hotline Innovative idea and work negotiating Employee Assistance Program at a minimal cost


This commitment needs to translate to gains in employee morale and retention. Explore alternative strategies for labor negotiations. Use roundtable structure to gain meaningful feedback and strategies to improve employee morale. Provide needed support to improve schools experiencing culture issues. Utilize exit (or pre-exit) interviews to develop strategies to improve morale and work conditions. Devise and accelerate an effective tool for gauging the success/failure of school leaders promoting a safe, secure learning environment for students and staff Continue working on teacher pipeline issues, including working with higher education institutions to grow the education pipeline Increase staff recognition at all levels and throughout the year; encourage schools/departments to find inexpensive ways to thank their staff on a regular basis Increase partnerships with media and businesses for employee recognition options Increase honest and authentic communication with all stakeholders Collaboratively develop plans/proposals for potential additional revenue Begin addressing class size issues; this is tied to state funding and collective bargaining and will require planning and communication with all stakeholders Identify tasks that can be removed from teacher workloads or simplify existing tasks without impacting student achievement to

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reduce teacher burnout Research substitute teacher shortage issues and develop solutions Develop succession plans to allow employees to grow into roles and stay within the District; develop pathways for advancement with increased focus on training entry level positions Ensure monitoring and communication is properly utilized when individuals are hired outside of CCSD to fill cabinet level positions

The following comments were not included above because they were not submitted in a format that placed them in one of the categories outlined within the provided rubric. I did not want to assume the intention of the author. Employee management and relations Blatant contempt for anyone who questions his decisions. Speaks negatively about employees of all levels. Has no plan for the entry level behavior position or career ladder for administrators, now that dean position has been eliminated. Has no plan to resolve teacher vacancies to ensure every student has qualified teacher in classroom. Makes up new positions and gets rid of them as he pleases. Doesn’t advertise cabinet positions.

- Ignores CCSD’s vetting processes that are in place to prevent discrimination, nepotism, etc.

- No internal candidates able to interview for. Makes all cabinet positions at-will employees. Has created a fear-based environment where staff at all levels do not feel comfortable speaking up or pushing back. Made national news when principals submitted a vote of no confidence against him. Promotes some principals of 1-star schools while firing other 1-star principals without any notice or thought process to show. Good hiring decisions of cabinet members despite the process used.

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Key Performance Indicators Scorecard (Summative Only) All summative metrics and goals were pulled directly from the District’s Strategic Plan. The annual progress required reflects the difference between 2024 goals and baseline data divided by the total number of years covered under the strategic plan or (2024 Goals - Baseline)/5. The figure was then rounded to the nearest tenth. Priority 1: Student Success Strong, rigorous, standards-based instruction with appropriate opportunities for support and enrichment for all students.

17-18 Baseline

18-19 Results

Gains / Losses

2024 Goals

Annual Progress Required

Met / Did Not

Meet

ELA proficiency 47% 48% +1.0% 63% +3.2% Not Met

ELA gap 61.8% 62.3% +0.5% 40.8% -4.2% Not Met

Grade 3 reading performance

46.6% 46.7% +0.9% 58.7% +2.5% Not Met

Math proficiency 34% 35% +1.0% 52% +3.6% Not Met

Math proficiency Gap 50.9% 53.8% +2.9% 32.1% -3.8% Not Met

4-year graduation rate 83.2% 85.8%** +2.6% 90% +1.4% Met

4-year graduation rate gap

24.3% 25.3% -1.0% 16.4% -1.6% Not Met

Supporting documentation utilized:

Board presentations, Nevada Report Card data

Commendations: Deeper conversations about opportunity and proficiency gaps with a plan that specifically focuses on these gaps.


Measurable gains in these categories take time Growth should continue with larger increases year after year Note where Zoom or other categorical monies potentially assisted with academic gains Reinstate funding removed from ELL and special education as a result of budget cuts

**Not public until 12.16.19

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Priority 2: Teachers, Principals, Staff Education is a people business, and the quality of teachers, principals, staff, and resources available to them has a direct impact on student results.

17-18 Baseline

18-19 Results

Gains / Losses

2024 Goals


Met / Did Not

Meet

Classrooms Served by Licensed Teachers

97% (18-19

Baseline)

95.4% (19-20

Results)

-1.6% 100% +0.6% Not Met

Critical Labor Support Professional Vacancies

317 (18-19

Baseline)

145 (19-20

Results)

-172 0 -63 Met

Average variance between subpopulation rates of administrators and subpopulation enrollment rates in the district

13.3% 13.97% +0.67% 10.63% -0.53% Not Met


Board presentations (recalculated annual progress required for last option; presented version was incorrect)

Commendations: Significant decrease in bus driver vacancy rate


Need a regional plan for seemingly impossible tasks like reducing teacher vacancies Continue to focus on our licensed employees and support professionals being hired and retained Need support for teacher recruitment/retention and new teacher/pre-service teacher support

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Priority 3: Coherent Governance and Leadership Governance and leadership must allow for the work of education to be completed with fidelity and with the support of the communities we serve.

17-18 Baseline

18-19 Results

Gains / Losses

2024 Goals


Met / Did Not Meet

All CCSD schools will be rated three stars or higher on the Nevada School Performance Framework

55% 57% +2% 100% +9% Not Met


Board presentations; Nevada Report Card

Commendations: Schools becoming more versed in metrics; development of a shared language


Educating the broader community on ratings and metrics Train collaborative, effective, and capable school leaders Additional need for principal support

Priority 4: Sound Fiscal Management - Finance Financial stability and operational efficiencies will drive funds into classrooms and ensure schools and educators have materials to achieve all goals.

17-18 Baseline

18-19 Results

Gains / Losses

2024 Goals


Met / Did Not Meet

Increase the unassigned ending fund balance from 1.75% to 3% as prescribed by state budget requirements (the long term goal is 4% but the district is not projected to meet this goal within the set time frame)

.81% 1.75% +.94% 3% +.25% Met

Ensure continuity of all school 74% 86% +12% 0% -14.8% Not Met

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operations with zero closures as measured by building system statuses

Improve business process efficiency related to human capital management by reducing paper forms and manual processes

98% 98% 0% 8% -18% Not Met

Reduce number of buses placed out-of-service to reduce service delays

25% 19% -6% 3% -4.4% Met

Increase On-time Bus Services 82% 88% +6% 98% +3.2% Met

Supporting documentation utilized: Board presentations, quarterly fiscal reports Will utilize the same data driven documents as indicated above Comparison analysis will provide a consistency of data measurement points

Commendations: Drastic improvement in financial outlook even though budget cuts were required to provide raises Improvement in advocating for funding and articulating our financial position Protecting and increasing the District’s ending fund balance


Communicating with parents about plans to address busing issue need to increase Continue to focus on all these areas

Priority 5: Parent and Community Support Partnering and communicating with parents and community members is imperative to connecting home, school, and community. We must engage our partners to ensure all of our efforts and resources are focused on increasing student outcomes.

17-18 Baseline

18-19 Results

Gains / Losses

2024 Goals


Met / Did Not Meet

Improve perception of the district as measured by parent respondents agreeing

71% (Fall)

74% (Fall)

+3.0% 80% +1.8% Met

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or strongly agreeing that the district operates transparently and openly.

Improve perception of the district as measured by staff respondents agreeing or strongly agreeing that the district operates transparently and openly.

School Staff 41% (Fall)

Central

Staff 52.5%

(Spring)

School Staff

47.7% (Fall)

Central

Staff 48.3%

(Spring)

School Staff

+6.7%

Central Staff

-4.2%

80%

80%

+7.8%

+5.5%

Not Met

Not Met


Board presentations Will utilize the same data driven documents as indicated above Comparison analysis will provide a consistency of data measurement points

Commendations: Opened lines of communication through round table discussions


Solicit feedback from community regarding desired changes and development of a shared language Stress the impact staff perception has on the District’s success Verify validity of survey data

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Please provide suggestions on metrics you feel were not included in this process but should be considered next year or feedback regarding the evaluation process overall. This information will not be discussed during the evaluation process; instead, it will be discussed during the January Board Retreat.

- Separate core values and potentially reduce the number for more targeted results. - 1-4 rubric system was not sufficient for this type of evaluation. - Core values should have separate division/category for communication with delineation

for populations, such as students, teachers, community, and business partners; a reference should be added to include ethical communication.

- A more effective rubric would not need to include evidence and rationale since they often overlap.

- Adherence to the District vision was difficult evaluation criteria because of its broadness. - Thankful to have a draft tool to be able to take more focused notes throughout the next

evaluation timeframe. It’s difficult to sum and incorporate a year+ worth of data into an evaluation within a short timeframe without having the tool provided until late.

- Unsure about how to complete the Key Performance Indicators, specifically the supporting documentation.

- Would like to see an organizational culture and work environment as evaluation criteria. - Trustee Ford felt that this evaluation was not compliant to Balanced Governance since

neutral options were possible. She would like to review chapter 8 in the book we use for Balanced Governance.

- Consider using the administrator’s rubric as an example. - The Board should dedicate more time for thoughtful discussion related to the

Superintendent’s performance monthly or quarterly. - The Board should be paired in groups of two next year so they can work through

technical issues together. - A clearer definition needs to be provided for the difference between evidence and

rationale; clearer guidelines should be provided to reduce confusion on how to complete the rubric.

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Superintendent’s Evaluation Rubric, Based on the District’s Five Year Strategic Plan Please rate each category objectively with an attempt to maintain a global focus on each metric. The following categories are meant to evaluate the creation of, adherence to, and continued focus on the broad categories outlined within the District’s strategic plan. The following categories are considered formative in nature. Vision: adherence to and focus on the District’s vision. All students progress in school and graduate prepared to succeed in and contribute to a diverse global society.


they do.


Rating (1-4) 4

Evidence for rating: Entry Plan, Development of Focus 2024, State of the Schools, Numerous documents and public conversations focusing on student outcomes and well-being.

Rationale for rating: Dr. Jara continuously stresses the importance of focusing on students and their well-being. This objective appears throughout his entry plan and is well documented within the District’s strategic plan. In addition, he frequently redirects the focus of conversations to students and their success.

Commendations: Dr. Jara appears to be fully committed to the District. While we have had some difficult situations this year, I’ve never once doubted his commitment to the students and families of Clark County. Entering a community during contentious times is difficult. It would have been understandable for his commitment to waver during times of adversity but it didn’t. He remained committed to the students and families in the District. Dr. Jara continues to focus on what he and his staff feel is best for students. His methodology includes questioning whether historical practices have yielded expected results and whether they are currently the best option for students to be successful. This

Lola Brooks

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methodology is different than previous practices and is what’s needed.


More people in the District and broader community must buy into this vision if we want to be successful – not sure this is measurable though.

Student Success Targets: developing and reporting on student outcomes.



to the board on a regular basis. 4. The Superintendent has created student success targets, the results are presented to

the board on a regular basis, and a process for ongoing monitoring has been established.


Rating (1-4) 4

Evidence for rating: Focus 2024, numerous Focus 2024 Board presentations, 8/8/19 Monitoring Schedule

Rationale for rating: Dr. Jara presented a fully developed five year strategic plan for the District. The plan was formally adopted by the Board. Prior to the plan creation, the Board and Dr. Jara held several Board retreats to discuss metrics and to ensure the Board had time to discuss the strategic plan. The plan was presented to the Board and was formally adopted. In addition, the Board was presented with and adopted a formal monitoring calendar. The calendar outlines when the metrics within the strategic plan come before the Board for progress monitoring. The strategic plan has been presented publicly to many external stakeholders.

Commendations: Dr. Jara has been very clear about his vision for the District. He has set measurable objectives which are very ambitious. He has clearly articulated the plan to multiple stakeholders on multiple occasions. Dr. Jara has ensured detailed information is presented to the Board when monitoring items are presented. He provides backup to the Board and the public with enough time for them to review it prior to

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board meetings and in accordance with Board policies. He also ensures briefings are offered to Trustees. Dr. Jara has attempted to focus the District’s energy by limiting additional tasks that are not aligned to the strategic plan. This will continue to require effort from everyone and is also a shift from previous practices.


The layout of the Strategic Plan could be easier for Trustees and the public to digest. We should attempt to align our strategic plan with the plans of other organizations within the region, including municipalities, to maximize our impact. We need to schedule fewer presentations in each meeting.

Core Values: adherence to and focus on core values. High Expectations, Accountability, Equity, Innovation, Integrity, Customer Service, Communication






Rating (1-4) 3.1

Evidence for rating: Entry Plan, Development of Focus 2024, State of the Schools, Numerous documents and public conversations. Specific instances of avoidable situations

Rationale for rating: The combination of all core values into one category made this rating problematic. In my opinion, Dr. Jara excels in many core values but has specific instances which created an occasional incompatibility with our stated core values. As a result, I separated these values into different ratings and averaged them.

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Typically, the Board would have expressed concerns during a midyear formative evaluation with suggested corrective steps. Due to the timing issues presented during the evaluation process, this feedback can now only be provided at this point in time. High expectations: 4 Accountability: 4 Equity: 4 Innovation: 3 (this expectation does not permeate through the district) Integrity: 3 (this expectation does not permeate through the district) Customer Service: 2 Communication: 2

Commendations: Dr. Jara expresses high expectations for himself and his staff and does not shy away from accountability. He willingly owns his mistakes and has stated multiple times that he understands he will be held accountable for his decisions. Dr. Jara has focused on equity in many ways, including refocusing the distribution of Title I funds to schools with the highest needs. This was not a popular decision but I believe this decision was made with a focus on equity. In addition, metrics within the strategic plan specifically focus on closing achievement gaps and improving outcomes overall for all student groups. Increasing access to magnet schools is reflective of equitable practices. Dr. Jara has also shown a willingness to innovate and explore new possibilities for the District. Dr. Jara has no issue questioning the status quo to determine if our existing path is still the best option.


When important decisions are made at the District level, this should be communicated in greater detail to Trustees. Trustees should be versed enough to articulate the reason decisions are made to the public. This is even more necessary when these decisions are operational in nature and do not require the consent of Trustees but could have a noticeable impact in the schools they represent. Communication is difficult because each Trustee communicates in a different manner. As a result, the process for communication needs to be more clearly articulated and streamlined so that Trustees are not inundated and overwhelmed with information that is of less importance. Improving communication requires corrective work by Dr. Jara and the Board. Communication is a two way street. Trustees need to be very clear about their expectations around communication and a minimum threshold with clearly articulated expectations should be more firmly established and adopted by the full Board.

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The communication process needs to be more organized and a process needs to be established to ensure everyone’s needs are met as much as possible. With this being said, it is important that a universal standard is applied to all Board members versus the current unrealistic expectation that everyone’s varying needs will be met in completely different manners. Failure to meet individual needs causes frustration for both parties and it is extremely difficult to hold either party objectively accountable. In addition, Dr. Jara needs to be able to trust Board members when they receive information regarding operational decisions that are made by him and his team. A firmer definition of operational decisions and a clearer differentiation from oversight could help alleviate some of these issues. It sometimes seems like decisions are not thought out enough before committing to them. It could also be that the decisions are well thought out but are presented in a manner that makes them appear not to be. When decisions are made trustees need to know the logic behind the decisions and the process that led to the decision, as well as alternatives that were considered. Of course, this also requires trustees to understand the large amount of time and energy staff dedicated to making decisions and researching options before they are presented to us. They are asked to present the best possible option and in many cases choosing the an option other than the best option would make no sense. These are not decisions that are typically made lightly. Some of the frustration over this past year is definitely related to unclear boundaries between the Superintendent and the Board, these should be clarified in January and we should continue professional development until everyone has a clear understanding.


Definitions: High Expectations: expecting individuals to perform at the level students and their families deserve; expecting individuals to work at the level they are capable of Accountability: opening yourself up to criticism; owning your mistakes; owning the outcomes produced by your work, decisions, and/or planning Equity: considering the needs of everyone while understanding some groups have higher needs Innovation: a willingness to question the status quo or think outside the box for new or unconventional decisions Integrity: following through with commitments you’ve made; behaving in an honest and transparent manner Customer Service: displaying a willingness to attempt to find a positive resolution for as many people as possible

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Communication: sharing timely information with individuals in a manner they understand and with enough insight for them to mitigate issues that could arise from the information Theory of Action: adherence to and focus on the established Theory of Action. Our people drive our success. In order to realize this plan, we must commit to attracting, growing, retaining, and rewarding our people.






Rating (1-4) 3

Evidence for rating: Metrics aligned to the Theory of Action embedded within the strategic plan; presentations related to metrics; public statements etc.

Rationale for rating: Dr. Jara’s commitment is consistent but I don’t feel enough focus has been given on ensuring this commitment permeates throughout the organization.

Commendations: Dr. Jara is committed to the Theory of Action and has consistently stated that people versus programs will be how the District improves student outcomes. The District began discussing morale issues and ways to address them. After receiving Board feedback, Dr. Jara initiated a reporting system to allow anonymous reporting from employees experiencing issues. Labor contracts have been settled without going through arbitration, even if the process did not go as smoothly as everyone would have liked.


This commitment needs to translate to gains in employee morale and retention.

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The District should utilize exit interview (or pre-exit interview) data to identify issues related to staff turnover and develop strategies to reduce turnover; this should include using attrition data at the school level to identify hot spots. We should explore alternative strategies for labor negotiations. We attempted a different process that I was optimistic would produce a better outcome but it later became clear that there was not a universal understanding of the terms outlined within one contract. This was still a vast improvement from previous negotiations - contracts were still settled, a strike was averted, and we did not go through arbitration. Even so, I would like to avoid this issue in the future and want to continue to seek collaborative options for negotiations. Use roundtable structure to gain meaningful feedback and action items related to employee morale. A real effort needs to be made to ensure a positive school climate exists at all schools but we need to be mindful that this is not likely to be achieved through punitive measures. We should identify schools with culture issues and provide whatever support is necessary.

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Key Performance Indicators Scorecard (Summative Only) All summative metrics and goals were pulled directly from the District’s Strategic Plan. The annual progress required reflects the difference between 2024 goals and baseline data divided by the total number of years covered under the strategic plan or (2024 Goals - Baseline)/5. The figure was then rounded to the nearest tenth. Priority 1: Student Success Strong, rigorous, standards-based instruction with appropriate opportunities for support and enrichment for all students.

17-18 Baseline

18-19 Results

Gains / Losses

2024 Goals


Met / Did Not

Meet

ELA proficiency 47% 48% +1.0% 63% +3.2% Not Met

ELA gap 61.8% 62.3% +0.5% 40.8% -4.2% Not Met


46.6% 46.7% +0.9% 58.7% +2.5% Not Met

Math proficiency 34% 35% +1.0% 52% +3.6% Not Met

Math proficiency Gap 50.9% 53.8% +2.9% 32.1% -3.8% Not Met

4-year graduation rate 83.2% 85.8%** +2.6% 90% +1.4% Met


24.3% 25.3% -1.0% 16.4% -1.6% Not Met


Board presentations, Nevada Report Card data

Commendations: The District has begun to have deeper conversations about opportunity and proficiency gaps between groups of students. Our newly developed strategic plan focuses on these gaps specifically, which is a shift in a new direction.


Only one category in this domain produced gains but gains likely take more time and work needs to remain intentional and focused.


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17-18 Baseline

18-19 Results

Gains / Losses

2024 Goals


Met / Did Not

Meet


97% (18-19

Baseline)

95.4% (19-20

Results)

-1.6% 100% +0.6% Not Met


317 (18-19

Baseline)

145 (19-20

Results)

-172 0 -63 Met


13.3% 13.97% +0.67% 10.63% -0.53% Not Met


Board presentations (recalculated annual progress required for last option; presented version was incorrect)

Commendations: Significant decrease in bus driver vacancy rate.


Need a more intense focus on ensuring all classrooms are served by a licensed teacher; would like to see a 10 year regional plan dedicated to this with a collaborative effort by multiple organizations outlined.

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17-18 Baseline

18-19 Results

Gains / Losses

2024 Goals


Met / Did Not Meet


55% 57% +2% 100% +9% Not Met


Board presentations; Nevada Report Card

Commendations: Schools are becoming more versed in school ratings and the community is beginning to develop a shared language (even if the value of star ratings still greatly varies between groups).


The broader community needs to become more versed in school ratings and state ratings in national rating systems so a richer conversation can occur.


17-18 Baseline

18-19 Results

Gains / Losses

2024 Goals


Met / Did Not Meet

Increase the unassigned ending fund balance from 1.75% to 3% as

.81% 1.75% +.94% 3% +.25% Met

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prescribed by state budget requirements (the long term goal is 4% but the district is not projected to meet this goal within the set time frame)

Ensure continuity of all school operations with zero closures as measured by building system statuses

74% 86% +12% 0% -14.8% Not Met


98% 98% 0% 8% -18% Not Met


25% 19% -6% 3% -4.4% Met

Increase On-time Bus Services 82% 88% +6% 98% +3.2% Met

Supporting documentation utilized: Board presentations, quarterly fiscal reports

Commendations: The District’s fiscal outlook has improved drastically, even though budget cuts have still been necessary to provide employee raises. The District has also done a much better job advocating for additional funds at the state level and articulating our financial position. Additional gains will be possible once the new HCMI system is fully implemented and this work is proceeding ahead of schedule.


Parents are rightfully very concerned about bus services. The public needs to be better informed of the work being done to improve transportation issues.


17-18 Baseline

18-19 Results

Gains / Losses

2024 Goals


Met / Did Not Meet

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Improve perception of the district as measured by parent respondents agreeing or strongly agreeing that the district operates transparently and openly.

71% (Fall)

74% (Fall)

+3.0% 80% +1.8% Met



Central

Staff 52.5%

(Spring)

School Staff

47.7% (Fall)

Central

Staff 48.3%

(Spring)

School Staff

+6.7%

Central Staff

-4.2%

80%

80%

+7.8%

+5.5%

Not Met

Not Met


Board presentations

Commendations: The District’s culture of reactionary retaliation is difficult to overcome but Dr. Jara has been persistent in this endeavor. Dr. Jara has attempted to improve communication by implementing round tables and other strategies to be more inclusive.


We should solicit feedback from staff and the community regarding improvements they would like to see in this area so we are all using a common language.

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- Separate core values and potentially reduce the number for more targeted results. - This evaluation was for the Superintendent’s first year so metrics will need to be

adjusted as our expectations grow while the Superintendent gains more experience. - Staff should complete the evidence portion of the evaluation and match it with provided

evidence for Trustees to review versus having all evidence provided in an overwhelming manner.

- Start this process sooner; finalize metrics on time so Trustees have a working model throughout the year and expectations are known in advance.

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Superintendent’s Evaluation Rubric Superintendent’s Evaluation Rubric, Based on the District’s Five Year Strategic Plan Please rate each category objectively with an attempt to maintain a global focus on each metric. The following categories are meant to evaluate the creation of, adherence to, and continued focus on the broad categories outlined within the District’s strategic plan. The following categories are considered formative in nature. Vision: adherence to and focus on the District’s vision. All students progress in school and graduate prepared to succeed in and contribute to a diverse global society.


they do.


Rating (1-4) 3.3

Evidence for rating: *Progressive Steps to Improve Teacher/Support Staff School Climate/Culture via Listening Tour meetings, and the recently approved plan for an employee hotline *Regional superintendent re-organization *Emphasis on Site Leadership/mentoring/growth *Focus 2024 goals used effectively for boundaries/goals of above areas.

Rationale for rating: Excellent progress in the above areas, (not all inclusive),but some issues with re-organizational components of ELL, and some inconsistencies within the framework of SOT utilization for the principal hiring process. Student safety issues, especially regarding mental health services, and suicide prevention protocols, need to be addressed more pro-actively, and in a more consistent, district wide manner. Additionally, the issues of equity/diversity need to be incorporated into all areas of the District vision, with the goal of inclusivity for all students.

Adopted: November 6, 2019

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Commendations: Face to face meetings with principals; continued growth of magnet schools and STEAM academies, Revised Facilities plans for maintenance and growth, student centered programs (ex: Aldrin Foundation), Increased Community/Business Involvement, Focus 2024 Strategic Plan utilized as structural boundary for all District departments.


*Specific data reflecting results of increased mental health services and/or programs, including numbers of self harm/suicide data.







Rating (1-4) 4

Evidence for rating: *Development of Leadership Pipeline (with goal of increasing pool of effective school leadership to increase student achievement) *Establishment of CCESCU (College, Career, Equity, and School Choice Unit) *Establishment of CIAU (Curriculum, Instruction, and Assessment


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Unit) *Active use of K-12 Student Code of Conduct via multi tiered systems expanded within School Justice Partnership *Map Accelerator Test Structure via Khan Academy (school based supports and services) **K-12 Literacy and Language Development Department *CCSD Balanced Assessment System *Zoom Schools WIDA Growth *Gains in Advanced Placement Pass Rates

Rationale for rating: In general, leads and supports the use of data informed instructional goals.

Commendations: District goals are systematically aligned with Focus 2024 Strategic Plan.


None

Core Values: adherence to and focus on core values.


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Superintendent’s Evaluation Rubric High Expectations, Accountability, Equity, Innovation, Integrity, Customer Service, Communication






Rating (1-4) 2.5

Evidence for rating: Communication disengagement/implementation:: Elimination of Dean position rollout, Title 1 changes, information pipeline to entire Board of Trustees when appropriate, difficulty with collaboratively communicating key information to promote an atmosphere of trust, respect, and positive inter-personal relationships with all stakeholders.

Rationale for rating: See above

Commendations: Very active presence in the community, at schools, and with business partners. Very effective at initiating student centered programs/partnerships, such as with the Aldrin and Khan Foundations, effectively arranged CCSD Board of Trustees’ participation at Harvard Business School Training.


Possibly complete a course such as the Carnegie Communication Seminar, or a similar course in active listening, devise and facilitate an effective follow-up system to monitor duties that have been delegated to a Cabinet member to ensure success in that area.



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Superintendent’s Evaluation Rubric Theory of Action: adherence to and focus on the established Theory of Action. Our people drive our success. In order to realize this plan, we must commit to attracting, growing, retaining, and rewarding our people.






Rating (1-4) 3.5

Evidence for rating: *Government Relations Committee *Three Trustee Retreats with CGCS *Listening Tour to all Districts *Huge Community Involvement *Restructuring of Direct Communication with School Principals *Settled 5 Collective Bargaining Agreements within 90 days *Began shift to Accountability in all areas of the District

Rationale for rating:

Commendations: Community Engagement, Empowerment, Support


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Devising and accelerating an effective tool for gauging the success/failure of school leaders in promoting a safe, secure learning environment for both students and staff.

Key Performance Indicators Scorecard (Summative Only) All summative metrics and goals were pulled directly from the District’s Strategic Plan. The annual progress required reflects the difference between 2024 goals and baseline data divided by the total number of years covered under the strategic plan or (2024 Goals - Baseline)/5. The figure was then rounded to the nearest tenth. Priority 3: Coherent Governance and Leadership Strong, rigorous, standards-based instruction with appropriate opportunities for support and enrichment for all students.

17-18 Baseline

18-19 Results

Gains / Losses

2024 Goals


Met / Did Not Meet

ELA proficiency 47% 63% +3.2%

ELA gap 61.8% 40.8% -4.2%


46.6% 58.7% +2.5%

Math proficiency 34% 52% +3.6%

Math proficiency Gap 50.9% 32.1% -3.8%


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4-year graduation rate 83.2% 90% +1.4%


24.3% 16.4% -1.6%


See above

Commendations:



17-18 Baseline

18-19 Results

Gains / Losses

2024 Goals


Met / Did Not Meet


97% 100% +0.6%


317 0 -63


13.3% 0% -2.7%



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Commendations:



17-18 Baseline

18-19 Results

Gains / Losses

2024 Goals


Met / Did Not Meet


55% 100% +9%


Commendations:

Suggestions for


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measurable growth/improvement:


17-18 Baseline

18-19 Results

Gains / Losses

2024 Goals


Met / Did Not Meet


1.75% 3% +.25%

Ensure continuity of all school operations with zero closures as measured by building system

74% 0% -14.8%


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statuses


98% 8% -18%


25% 3% -4.4%

Increase On-time Bus Services 82% 98% +3.2%


Commendations:



17-18 Baseline

18-19 Results

Gains / Losses

2024 Goals


Met / Did Not Meet

Improve perception of the district as measured by parent respondents agreeing

71% 80% +1.8%


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Linda Cavazos


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or strongly agreeing that the district operates transparently and openly.


41% 80% +7.8%


Commendations:



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Linda Cavazos


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Superintendent’s Evaluation Rubric Please provide suggestions on metrics you feel were not included in this process but should be considered next year or feedback regarding the evaluation process overall. This information will not be discussed during the evaluation process; instead, it will be discussed during the January Board Retreat.

1. In general, the 1-4 rubric span, with accompanying descriptive qualifiers, was not sufficient for this type of evaluation.

2. “Core Values” needs to have a separate division/category of “Communication Values”

delineated into the various target populations of students, teachers/staff, principals, community, business partners.

“Core Values” should also include a reference to ethical communication.

3. A more effective rubric would not necessarily need to include both evidence and

rationale in all categories, as they often overlap.


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Linda Cavazos


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Irene Cepeda


Trustee CEPEDA | Evaluation of Superintendent Jara | June 2018 – December 2019] Page 1 of 14



they do.


Rating (1-4) 3

Evidence for rating: Listening tours of the community. Bringing in low-cost or free reviewers like Council of Great City

Schools to evaluate CCSD departments. Roundtables/ Instructional rounds. Standardized he K-12 Code of Conduct. Implementation of MAP. Positive reorganization and alignment of facilities, operational

services, and finance departments to streamline CCSD business operations.

Overall few gains to reduce achievement gaps Miscommunications regarding significant changes, e.g. removal

of Dean position, Title I funding, and bond revisions. Cutting central office ELL and Special Education personnel.

Rationale for rating: The superintendent and his team work towards the district’s vision: “All students progress in school and gradate prepared to succeed in and contribute to a diverse global society.” Overall, results are more positive than negative based on the broad criteria of adhering to and maintaining the district’s vision.


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Commendations: The superintendent’s efforts to learn about CCSD and Southern Nevada through extensive listening tours. Southern Nevada has its own culture and identity. Learning about the community’s dynamics is difficult, but also critical to be an effective superintendent. Many ideas and initiatives resulted from these tours. Swiftly implemented recommendations based on the CGCS Review of Business Operations.


There are plenty of learning opportunities within the superintendent’s decision-making systems and then subsequent communication dissemination that could help prevent organizational pain and disruption. I suggest ensuring the initial group of decision-makers come from a holistic and diverse set of backgrounds/experiences. Also, allowing time for feedback and input is worth the additional work in the long-run.


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Student Success Targets: developing and reporting on student outcomes. 1. The Superintendent has not created student success targets. 2. The Superintendent has created student success targets but the results are not





Rating (1-4) 4

Evidence for rating: Creation and adoption of Focus 2024. Creation and adoption of a Monitoring Report Timeline. Reports to the Board of Trustees follow the Monitoring Report

Timeline.

Rationale for rating: Superintendent Jara has successfully created student success targets and the results are presented to the board according to the set Monitoring Report Timeline.

Commendations: Commendations are in order for establishing high targets. While achieving these targets might not all be feasible within the timeframe of Focus 2024, the smaller yearly targets help with breakdown the larger goal and allows for room to change interventions if results are not positive. Lastly, these lofty goals are important to keep ourselves responsible for the future of our children.


Moving forward, I suggest incorporating the community more by promoting the Focus 2024 presentation topics. E.g. on twitter when announcing when/where the next board meeting is, also include a topic. I think this will help with engagement, especially since these presentations now occur earlier in our board meetings.


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Rating (1-4) 3

Evidence for rating: High Expectations - 4 • Focus 2024 Accountability - 4 • MAPS/MTSS • Set and adherence to Focus 2024 Monitor Reporting Timeline • Superintendent takes accountability and responsibility for his mistakes. Equity - 2 • Modifications to magnet requirements. • Need of long & short-term plan to address teacher shortages and plan to diversifying teacher pool and leadership pool. • Organizational pain and uncertainty surrounding changes/reorg of Equity & Diversity Dept. Innovation - 4 • Use of free/low-cost resources to review CCSD Business Operations. Implementing recommendations. Integrity - 4 • This value is more difficult to narrow down to a single action, however, I believe the intents of the superintendent are good. Customer Service - 3 • Implementation of an anonymous hotline for staff to report misconduct. • Beginning to streamline SOT information in one location. Communication - 2 • Miscommunications regarding significant changes, e.g. removal of


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Dean position, Title I funding, and bond revisions.

Rationale for rating: Average of the seven CCSD Core Values, rounded.

Commendations: CGCS’s review of CCSD Business Operations. Implementing recommendations. Some of the largest gains have been within the Business Operation side of CCSD. These changes directly impact a student’s environment. There is a long way to go in terms of the significant amount of deferred maintenance from the past decade, however, the changes made in the past year are laudable.


After reorg, Principal to Supervisor ratio is high compared to other districts. Providing more support to school leadership is important and affects multiple core values like communication, customer service, accountability, and innovation. Be more patient and through in making large scale decisions. Have a clear, compassionate, and consistent message in delivering changes with action steps and larger goal/vision. Provide spaces for feedback from a broader spectrum of voices.



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Theory of Action: adherence to and focus on the established Theory of Action. Our people drive our success. In order to realize this plan, we must commit to attracting, growing, retaining, and rewarding our people.






Rating (1-4) 3

Evidence for rating: • Positive reception from listening tours. • Honor Roll Recognitions. • Challenge Coin Recognitions. • Anonymous hotline to report misconduct. • Chief HR with extensive experience in Human Resources. • New/On schedule Human Capital Management System. • Came to agreements with all bargaining unions. • Need for short/long term plans for teacher/sub shortage • Need for short/long term plan to redevelop diverse teacher leadership pool. • Need to develop systems to support pre-service and new teachers – both economically, professionally, and emotionally. • Rebuild support from communication/decisions e.g. deans cut…

Rationale for rating: Organizational cultures do not change overnight, they take time build and conversely take very little to break. With over a decade of consistent cuts by CCSD due to underfunding, programs and people have been cut. A little over ¾ of our 4 billion-dollar budget goes to personnel. This means cuts affect our people more. For the past decade our people are expected to perform more with less, PD and similar programs have been slashed year after year, and wages have not kept up with inflation or cost of living. In addition, the state/nationwide teacher shortage, sub shortage. All this to say, any superintendent would have a challenging time turning the tide.


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Overall, there are a mix of positive initiatives and good intentions gone wrong due to rushed decisions/implementation. The important piece is I see the superintendent continue to learn from his mistakes.

Commendations: Smooth implementation of Human Management System and anonymous hotline.


Communication - honest and authentic communication to all stakeholders. It will be a few more year before the district might receive funds to establish and/or grow programs as a team we need to be ready with plans/proposals for additional revenue.


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17-18 Baseline

18-19 Results

Gains / Losses

2024 Goals


Met / Did Not

Meet

ELA proficiency 47% 48% +1.0% 63% +3.2%

ELA gap 61.8% 62.3% +0.5% 40.8% -4.2%


46.6% 46.7% +0.9% 58.7% +2.5%

Math proficiency 34% 35% +1.0% 52% +3.6%

Math proficiency Gap 50.9% 53.8% +2.9% 32.1% -3.8%

4-year graduation rate 83.2% 85.8% +2.6% 90% +1.4%


24.3% 25.3% -1.0% 16.4% -1.6%


Board Monitoring Reports

Commendations:


Might be useful to note where Zoom or other categorical monies directly assist with academic gains. Unfortunate cuts in ELL and special education, would like to see funding reinstated.


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17-18 Baseline

18-19 Results

Gains / Losses

2024 Goals


Met / Did Not

Meet


97% 95.4% (19-20

Results)

-1.6% 100% +0.6%


317 145 (19-20

Results)

-172 0 -63


13.3% 13.97% +0.67% 0% -2.7%



Commendations:


Need support for teacher recruitment/retention, and new teacher/pre-service teacher support.


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17-18 Baseline

18-19 Results

Gains / Losses

2024 Goals


Met / Did Not Meet


55% 57% +2% 100% +9%



Commendations:


Additional need for principal support.


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17-18 Baseline

18-19 Results

Gains / Losses

2024 Goals


Met / Did Not Meet


1.75% 1.75% +.94% 3% +.25%


74% 86% +12% 0% -14.8%


98% 98% 0% 8% -18%


25% 19% -6% 3% -4.4%

Increase On-time Bus Services 82% 88% +6% 98% +3.2%

Supporting documentation utilized: Board Monitoring Reports

Commendations:



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17-18 Baseline

18-19 Results

Gains / Losses

2024 Goals


Met / Did Not Meet


71% (Fall)

74% (Fall)

+3.0% 80% 80%



Central

Staff 52.5%

(Spring)

School Staff

47.7% (Fall)

Central

Staff 48.3%

(Spring)

School Staff

+6.7%

Central Staff

-4.2%

80%

80%

80%

80%



Commendations:


Worried about the validity of survey tools.


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Irene Cepeda



Please provide suggestions on metrics you feel were not included in this process but should be considered next year or feedback regarding the evaluation process overall. This information will not be discussed during the evaluation process; instead, it will be discussed during the January Board Retreat. Thoughts:

Adherence to the District vision was difficult evaluation criteria because of its broadness. Thankful to now have a draft tool to be able to take more focused notes throughout the

next evaluation timeframe. It’s difficult to sum and incorporate a year+ worth of data into an evaluation within a short timeframe without having the tool provided until late.

Unsure about how to complete the Key Performance Indicators, specifically the supporting documentation.

Would like to see organizational culture and work environment as evaluation criteria.


Draft

Superintendent’s Evaluation Rubric Superintendent’s Evaluation Rubric, Based on the District’s FiveYear Strategic Plan Please rate each category objectively with an attempt tomaintain a global focus on each metric. The following categories are meant to evaluate the creationof, adherence to, and continued focus on the broadcategories outlined within the District’s strategic plan.The following categories are considered formative in nature. Vision: adherence to and focus on the District’s vision.All students progress in school and graduate prepared to succeedin and contribute to a diverse global society.

1. The Superintendent does not adhere to the District’s vision.2. The Superintendent adheres minimally to the District’s

vision.3. The Superintendent fully adheres to the District’s vision but

it is not a central focus.4. The Superintendent fully adheres to the District’s vision

and it is central to everything they do.


Rating (1-4) Evidence for rating:


Commendations:

See: Operations, facilities, and finance

2.5

Danielle FordDist. F

2019

Danielle Ford

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Suggestions formeasurablegrowth/improvement:

Student Success Targets: developing and reporting on studentoutcomes.

1. The Superintendent has not created student success targets.2. The Superintendent has created student success targets but

the results are not monitored or reported consistently.3. The Superintendent has created student success targets and

the results are presented to the board on a regular basis.4. The Superintendent has created student success targets, the

results are presented to the board on a regular basis, and aprocess for ongoing monitoring has been established.

Student Success Targets: creation of student success targets, maintaining focus on studentsuccess, and monitoring results.Rating (1-4)

Evidence for rating:


Commendations:


This metric is very flawed. It doesn’t make sense to evaluate on if targets were created/ reported on or not. My rating is based on the success of the targets in the Focus: 2024 strategic plan.

2

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Core Values: adherence to and focus on core values.High Expectations, Accountability, Equity, Innovation, Integrity,Customer Service, Communication

1. The Superintendent’s actions or decisions are consistentlyincompatible with the District’s core values.

2. The Superintendent’s actions or decisions are occasionallyincompatible with the District’s core values.

3. The Superintendent’s actions or decisions are consistentlycompatible with the District’s core values.

4. The Superintendent’s actions or decisions are consistentlycompatible with the District’s core values and they promotea culture that also aligns with the District’s core values.

Core Values: adhering to and continuously aligning with established core values whilepromoting a culture aligned to core values.Rating (1-4)



1.5See: Patterns of concerning behavior & Board/superintendent governance team

F F x - x

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Commendations:



Theory of Action: adherence to and focus on the establishedTheory of Action.Our people drive our success. In order to realize this plan, wemust commit to attracting, growing, retaining, and rewardingour people.

1. The Superintendent’s actions or decisions are consistentlyincompatible with the established Theory of Action.

2. The Superintendent’s actions or decisions are occasionallyincompatible with the established Theory of Action.

3. The Superintendent’s actions or decisions are consistentlycompatible with the established Theory of Action.

4. The Superintendent’s actions or decisions are consistentlycompatible with the established Theory of Action and theypromote a culture that also aligns with the Theory ofAction.

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Rating (1-4)



Commendations:


Key Performance Indicators Scorecard (Summative Only)All summative metrics and goals were pulled directly from theDistrict’s Strategic Plan. The annual progress required reflectsthe difference between 2024 goals and baseline data divided bythe total number of years covered under the strategic plan or(2024 Goals - Baseline)/5. The figure was then rounded to thenearest tenth.Priority 3: Coherent Governance and LeadershipStrong, rigorous, standards-based instruction with appropriate

1. Student success

See: Employee relations & management1.75

-

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opportunities for support and enrichment for all students. 17-18

Baseline18-19

ResultsGains /Losses

2024Goals

AnnualProgressRequired

Met /Did Not

MeetELA proficiency 47% 48% +1.0% 63% +3.2% ELA gap 61.8% 62.3% +0.5% 40.8% -4.2% Grade 3 readingperformance

46.6% 46.7% +0.9% 58.7% +2.5%

Math proficiency 34% 35% +1.0% 52% +3.6% Math proficiency Gap 50.9% 53.8% +2.9% 32.1% -3.8% 4-year graduation rate 83.2% 85.8%** +2.6% 90% +1.4% 4-year graduation rategap

24.3% 25.3% -1.0% 16.4% -1.6%

Supportingdocumentation utilized:

Commendations:


**Not public until 12.16.19 Priority 2: Teachers, Principals, StaffEducation is a people business, and the quality of teachers,principals, staff, and resources available to them has a directimpact on student results. 17-18

Baseline18-19


2024Goals


Met /Did Not

MeetClassrooms Served byLicensed Teachers

97%(18-19

Baseline)

95.4%(19-20

Results)

-1.6% 100% +0.6%

?

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Critical Labor SupportProfessional Vacancies

317(18-19

Baseline)

145(19-20

Results)

-172 0 -63

Average variancebetween subpopulationrates of administratorsand subpopulationenrollment rates in thedistrict

13.3% 13.97% +0.67% 10.63% -3.30%


Commendations:


Priority 3: Coherent Governance and LeadershipGovernance and leadership must allow for the work of educationto be completed with fidelity and with the support of thecommunities we serve. 17-18 18-19 Gains / 2024 Annual Met /

?

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Baseline Results Losses Goals ProgressRequired

Did NotMeet

All CCSD schools willbe rated three stars orhigher on the NevadaSchool PerformanceFramework

55% 57% +2% 100% +9%


Commendations:


Priority 4: Sound Fiscal Management - FinanceFinancial stability and operational efficiencies will drive funds

?

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into classrooms and ensure schools and educators have materialsto achieve all goals. 17-18

Baseline18-19


2024Goals


Met /DidNot

MeetIncrease the unassigned endingfund balance from 1.75% to 3%as prescribed by state budgetrequirements(the long term goal is 4% but the district is notprojected to meet this goal within the set timeframe)

.81% 1.75% +.94% 3% +.25%

Ensure continuity of all schooloperations with zero closures asmeasured by building systemstatuses

74% 86% +12% 0% -14.8%

Improve business processefficiency related to humancapital management by reducingpaper forms and manualprocesses

98% 98% 0% 8% -18%

Reduce number of buses placedout-of-service to reduce servicedelays

25% 19% -6% 3% -4.4%

Increase On-time Bus Services 82% 88% +6% 98% +3.2% Supporting documentationutilized:

Commendations:

Suggestions for measurablegrowth/improvement:

?

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Priority 4: Parent and Community SupportPartnering and communicating with parents and communitymembers is imperative to connecting home, school, andcommunity. We must engage our partners to ensure all of ourefforts and resources are focused on increasing studentoutcomes. 17-18

Baseline18-19


2024Goals


Met /Did Not

MeetImprove perceptionof the district asmeasured by parentrespondents agreeingor strongly agreeingthat the districtoperatestransparently andopenly.

71%(Fall)

74%(Fall)

+3.0% 80% +1.8%

Improve perceptionof the district asmeasured by staffrespondents agreeingor strongly agreeingthat the districtoperatestransparently andopenly.

SchoolStaff41%(Fall)

Central

Staff52.5%

(Spring)

SchoolStaff

47.7%(Fall)

Central

Staff48.3%

(Spring)

SchoolStaff

+6.7%

CentralStaff-4.2%

80%

80%

+7.8%

+5.5%

Supportingdocumentationutilized:

Commendations:


Please provide suggestions on metrics you feel were notincluded in this process but should be considered next year or

5.

?

-

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feedback regarding the evaluation process overall. Thisinformation will not be discussed during the evaluation process;instead, it will be discussed during the January Board Retreat.

Page of

This first evaluation is not compliant to our Balanced Governance model. It clearly states that none of the options should be neutral and gives examples of what this should look like.. When we have the retreat in January, we need to go through Chapter 8 of the book we regularly reference and model the evaluation off of that. We can also use the administrators evaluation rubric as an example.

Also per Balanced Governance, we should have time for thoughtful discussion about superintendent performance monthly or quarterly.

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Board/Superintendent Governance TeamLack of board support specifically around limiting policies and practices. purposely adding to the dysfunction. Favors individual trustees.Pits board members against each other.

-Telling one Trustee something and another something else. -Falsely representing the positions of other board members on agenda items.

Cut board liaison appt. The 2 new Trustees did not receive the same on boarding support the rest of the board did.Makes decisions and deals without board approval.

-Hired council to negotiate on behalf of district before board approval. -Acceleration Academies was advertising for positions in Clark County before the board had seen the

agenda item.Doesn’t answer questions directly. Talks in circles without getting to an answer. Causes Trustees to keep asking the same questions which wastes valuable meeting time.Does not give options or create contingency plans for opposition from board. Ie: snow day/makeup day, Thanksgiving break.The only board training provided has been with the Council of Great City Schools. (It’s a great organization to be part of for the insight of operating a large urban district but they highly favor the superintendent I do not support our retreats being led by them anymore or having their help with establishing our board governance policies.) Many staff members attended and presented at the 2019 CGCS conference and in my opinion, was of no value to CCSD and a waste of district resources.The superintendent and board attended an Executive Education training at Harvard which had great material, yet we haven’t discussed or implemented anything we learned.

Patterns of concerning behavior:Impulsive decisions with little or no thought processDishonesty and manipulation tacticsPoor judgmentWithholding important and relevant information. Misconstruing factsA complete disregard of other people’s opinions or feelingsDismissive and/or vindictive towards anyone who speaks against him or his decisionsDoes not consider morale. Lack of empathy. Dismisses or repackages ideas from others. Takes credit for everything good. Blames staff for everything bad.

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Employee management & relationsBlatant contempt for anyone who questions his decisions. Speaks negatively about employees of all levels.Has no plan for the entry level behavior position or career ladder for administrators, now that dean position has been eliminated. Has no plan to resolve teacher vacancies to ensure every student has qualified teacher in classroom.Makes up new positions and gets rid of them as he pleases.Doesn’t advertise cabinet positions.

-Ignores CCSD’s vetting processes that are in place to prevent discrimination, nepotism, etc. -No internal candidates able to interview for.

Makes all cabinet positions at-will employees.Has created a fear-based environment where staff at all levels do not feel comfortable speaking up or pushing back.Made national news when principals submitted a vote of no confidence against him.Promotes some principals of 1-star schools while firing other 1-star principals without any notice or thought process to show.Good hiring decisions of cabinet members despite the process used

Operations, Facilities & FinanceCreated organizational chart and made necessary improvements to operations of departments.Quick reaction to school safety issues. Instilling random searches has drastically lowered weapons taken to schools.Implemented restorative justice. The reorganization of the district was not well thought out. It was also against the law. Didn’t know money would be wasted by employees staying at the same range. Should have been well-informed by talking to principals first.Made change to Title I funding without consulting the board or school principals and without considering any other options or a hold-harmless plan.Acceleration Academies was misrepresented as no-cost to the district and is now a cost to schools.Proposed spending over a half $1 billion for two new CTAs with very little community or staff input.Made promises to open schools sites with little vetting from those impacted & without consideration of costs, damages, and risksSnow day- No forward thinking of unintended consequences. Schools lost $100,000+ dollars from cancelled trips.Didn’t complete safety audits with the state. Cost district millions of dollars in safety money.Facilities: created pilot to reinstate building engineers.

Community- Both the dean cuts and the employee contract negotiations threw the community into turmoil. Both could have been prevented and handled much better.A trail of broken promises to stakeholders and community leadersLack of communication is a common theme throughout all aspects of the district.

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Formative 2019 – Chris Garvey

Vision: adherence to and focus on the District’s vision.

All students progress in school and graduate prepared to succeed in and contribute to a diverse

global society.

Rating: 4


1) Established College, Career, Equity and School Choice Unit (CCESCU) 2) Pairing FACES with CPD 3) Partnering with Clark County School Justice Partnership 4) Partnering with National Equity Project 5) Partnering with NWEA to implement MAP growth interim assessment all for students K‐

9 in Engsh language arts and Mathematics and in grades 3‐8 for Science

6) Collaborative work between the K‐12 Literacy and Language Development Dept. and the

K‐12 Mathematics Dept; Student Services; English Language Learner Division; and the

Equity and Diversity Education Dept. to deliver professional development for

administrators and teachers at Targeted Support and Improvement (TSI) Schools.


1)(a) Establishing CCESCU provides support to all students whether college or career/trades

bound. Opening access for diverse student populations and those students that may have

attendance, minor behavior infractions or less than stellar grades provides more opportunities

for our students to succeed and contribute in a diverse global society.

2)(a) By pairing FACES with Curriculum and Professional Development the services provided

through FACES can be strengthen and aligned to be focused on student achievement.

Ultimately, this supports families in a strategic manner to help their students to progress in

school and graduate ready to succeed.

3)(a) Partnering with the School Justice Partnership (SJP) addresses attendance, school

suspensions and supports students and families with finding wrap around services for students

that might otherwise dropout of school and fail to contribute to society in a positive and

successful manner. Also, of importance is the work surrounding disproportionality and

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restorative justice programs aimed at guiding students early on to the choices that will allow

them to succeed in a diverse global society.

4)(a) The dramatic shift in the demographic makeup of the Clark County School District has

brought many challenges from language barriers to lack of understanding of cultural differences

and implicit bias. Partnership with the National Equity Project working with the Equity and

Diversity Dept. is providing tools for students, teachers/administrators, parents and community

members to build those characteristics needed to succeed in a diverse society.

5)(a) Establishing the use of MAPs Districtwide provides continuity that allows for analysis of

where students are no matter where they reside within CCSD. Using one interim assessment

that aligns most closely with the state SBAC test and utilizing the data from MAPs to guide

instruction will help students gain the knowledge and skills needed to progress to the next

grade level.

6)(a) TSI Schools whether Zoom, Prime Six or Innovative Schools benefits from the collaborative

work between the multiple depts. listed above. This focus on instructional best practices that

also has a differentiated support strategy, ensures that ALL children will receive a quality

education.

Commendations:

Focus of work has been centralized around how to bring great instruction and opportunities to

all children. Decisions are made with focus being on what is best for students and not what is

being pushed by special interest groups.

Recommendations:

Continue work that supports expanding opportunities both in comprehensive schools as well as

magnet and CTA programs. This would include more partnerships with business and industry

that allows real world experience for students. Implement “second‐shift” CTA programs so

buildings can be utilized to accommodate more students. Monitor and be mindful of how the

use of resources and the recruitment of students, effects schools that are not magnet or CTA.

Also, communicate and insist that traditional magnet/ CTA expectations of student effort,

behavior and attendance be shared with students and families unfamiliar with this

commitment. These programs have been highly successful and will continue to be if

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expectations are kept high and teacher morale is not jeopardized by not supporting an

environment where everyone has buy‐in and agrees on the rules.

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Student Success Targets:

Developing and reporting on student outcomes.

Rating: 3


1) Collaborative work between the K‐12 Literacy and Language Development Dept. and

the K‐12 Mathematics Dept; Student Services; English Language Learner Division; and

the Equity and Diversity Education Dept. to deliver professional development for

administrators and teachers at Targeted Support and Improvement (TSI) Schools.

2) Partnering with NWEA to implement MAP’s growth interim assessment all for students

K‐9 in Engsh language arts and Mathematics and in grades 3‐8 for Science

3) Established College, Career, Equity and School Choice Unit (CCESCU) 4) Pairing FACES with CPD 5) Partnering with Clark County School Justice Partnership 6) Collaborative work with County Commission on Truancy and expanding Pre‐K

7) Innovative Schools 8) Addressing remediation rates for students entering Nevada System of Higher Ed (NSHE)


1)(a) TSI Schools whether Zoom, Prime Six or Innovative Schools benefits from the collaborative

work between the multiple depts. listed above. This focus on instructional best practices that

also has a differentiated support strategy, is vital to ensuring that ALL children will receive a

quality education.

Although it is understandable and to some extent justifiable that the majority of the work be

focused on these types of schools, this work should be occurring in each school to varying

degrees of support. Personnel and department changes have slowed the assessment of what is

needed for student and teacher success districtwide. The Superintendent has created student

success targets and the results are presented to the Board on a fairly regular basis, but the

process for ongoing monitoring is still being established and at times is unclear how the

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monitoring systems will allow for the Board to have rich conversations that go beyond how

many students participated in Algebra 1 in middle school and the percent rate for absenteeism.

2)(a) Establishing the use of MAPs Districtwide provides continuity that allows for analysis of

where students are preforming no matter where they reside within CCSD. Using one interim

assessment that aligns closely with the state SBAC test and utilizing the data from MAPs to

guide instruction will help students gain the knowledge and skills needed to progress to the

next grade level.

3)(a) Establishing CCESCU provides support to all students whether college or career/trades

bound. Opening access for diverse student populations and those students that may have

attendance, minor behavior infractions or less than stellar grades provides more opportunities

for our students to succeed. Work focused around certification programs and dual credit

programs are allowing our students to fast track onto the path they choose.

4)(a) By pairing FACES with Curriculum and Professional Development, the services provided

through FACES can be strengthen and aligned to be focused on student achievement.

Ultimately, this supports families in a strategic manner to help their students to progress in

school and improve proficiency in all subject matters.

5)(a) Partnering with the School Justice Partnership (SJP) addresses attendance, school

suspensions and supports students and families with finding wrap around services for students

that might otherwise dropout of school and fail to contribute to society in a positive and

successful manner.

Also, of importance is the work surrounding disproportionality and restorative justice programs

aimed at guiding students early on. By addressing behavioral issues that disrupt student

learning in the classroom all student benefit.

6)(a) Collaborative work between CCSD and the County Commission as it relates to truancy and

expansion of Pre‐ K programs utilizing sales tax monies allocated through Assembly Bill 309 is

progressing. These dollars are controlled by the County Commission and the restrictions on

their use may bring operational challenges. Establishing strategies with the County that align

with Focus 2024 have been challenging and seem to be linked to communication issues.

Innovative partnerships require adapting traditional strategy planning meetings and

conversations in a way that is more productive as many partners are not familiar with

educational jargon and the operational systems within CCSD.

7)(a) Established Innovative Schools addressing high need schools that have been traditionally

failing. Work with Employee Unions to create incentivizing programs to invest in teacher,

principal, and staff; this aligns to Focus 2024 Strategies – attention on students with high needs.

8)(a) Conversations and preliminary work with NSHE to address remediation rates for students

entering NSHE institutions has been communicated to the Board. Proposed strategies to

support students to avoid the need for remediation have been suggested and appear to be

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headed in the right direction. Again, structure and process for monitoring this information does

not appear to be established.

Commendations:

Focus of work has been centralized around how to bring great instruction and opportunities to

all children.

Keeping fiscal focus on directing resources to those things we care about. Items listed in Focus

2024 that are sited as needing additional funding in order to be implemented are Incentivizing

program at high needs schools, utilize PSAT and MAPs, and development work on district data

dashboard to name a few. Through fiscal management we had been able to start this work

without additional dollars being added to the overall budget.

Suggestions:

Continue to provide and identify professional development that is targeted and provides

results, not only for teachers, but also administrators.

Continue work that supports expanding opportunities both in comprehensive schools as well as

magnet and CTA programs. This would include more partnerships with business and industry

that allows real world experience for students. Implement “second‐shift” CTA programs so

buildings can be utilized to accommodate more students. Monitor and be mindful of how the

use of resources and the recruitment of students, effects schools that are not magnet or CTA.

Also, communicate and insist that traditional magnet/ CTA expectations of student effort,

behavior and attendance be shared with students and families unfamiliar with this

commitment. These programs have been highly successful and will continue to be if

expectations are kept high and teacher morale is not jeopardized by not supporting an

environment where everyone has buy‐in and agrees on the rules.

Be more hands on with communicating and planning with outside partners until your team is

consistent with understanding elements that need to be included or modified when working

with partners that are not familiar with our system.

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Superintendents Evaluation Rubric


Core Values: adherence to and focus on core values

Definitions‐

High Expectations – Effort to set the same high educational standards for all students.

Accountability‐ The obligation of an individual or organization to account for its activities,

accept responsibility for them, and to disclose results in a transparent manner.

Equity – the principle of fairness. Making sure that every student has the support they need to

be successful.

Innovation – New ideas, creative thoughts that when applied offer better solutions that meet

new requirements, unarticulated needs or existing educational needs.

Integrity – The practice of being honest and showing a consistent and uncompromising

adherence to strong moral and ethical principles and values.

Customer Service – As it refers to the experience students and stakeholders have when

interacting with their School or Central office. To be responsive in a timely and efficient

manner. To be available and ensure everyone knows where they can find the information they

need. To be service –oriented: seek feedback and deliver on request from students, parents

and administrators.

Communication – Giving or receiving or exchanging ideas, information, signals or messages

through appropriate media, enabling individuals or groups to persuade, to seek information, to

give information or to express emotions. Effective communication means that the receiver fully

understands, comprehends and interprets what the speaker and/or writer has conveyed. Clear

and consistent communication where words match actions. Commitment to open, two‐way

communication that also has an emphasis on listening (embraces bottom up communication

from staff closest to the students). Incorporates empathy and respect as part of the

communication process.

Rating: 3


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1) Items listed in vision and student success rubrics are repeated here and relate to the

core values High Expectations, Accountability, Equity, Innovation, Integrity, Customer

Service and Communication.

2) Communication to staff, Trustees and community regarding elimination of Dean

Positions, reassignment of Principals from schools chosen to be innovative schools

3) Communication and Customer service‐ Lack of consistent and required content when it

comes to information on all school websites. Individual school websites from all

schools.


1)(a) Same rationale as listed in Vision and student success rubrics applied to appropriate core

value.

2)(a) Elimination of Dean positions did not utilize core value of effective communication as

defined. Also, reassignment of principals from schools chosen for innovation did not align word

with actions, in that several principals were allowed to pick new teaching staff, but then were

reassigned. Decisions to change leadership and staff that can provide specialized support for

students at chronically underperforming schools is justified and supported by the Board.

However, plans to do so must be thought out, communicated clearly and with empathy and

implemented in a way that is not contradictory to the communicated plan ( Leadership‐

principals have freedom to pick their teaching staff that have the skill set to implement the

school improvement plan and together they turn the school around) If leadership at identified

schools were to be reassigned to more appropriate locations, then this should have been done

prior to surplus and selection of teaching staff by existing principals.

3)(a) There has been a history of complaints from constituents and from the Board on the lack

of consistent or up to date information on school websites. Often required information by NRS

is not posted or very difficult to find. The Core values of Customer service, Communication and

accountability as defined are not in alignment.

Commendations:

Suggestions:

Continue to learn and understand the cultural nuances of the Las Vegas Community to better

anticipate what issues need more and early communication.

Spend more time in schools and create opportunities for two‐way communication with all staff.

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Acknowledging that there is an urgency to our work around student achievement, be mindful

that careful planning and strategic communication will help avoid having to clean up

unintended consequences because the decision and plan were rushed.

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Theory of Action: adherence to and focus on the established Theory of Action. Our people drive

our success. In order to realize this plan, we must commit to attracting, growing, retaining, and

rewarding our people.

Rating: 2

The Superintendent’s actions or decisions are occasionally incompatible with the established

Theory of Action.


Growing and Retaining our people. Refocus on implementing high‐quality, coordinated

professional learning to build capacity with educators:

1)Region principal meetings are focused on understanding elements of the use of timely,

formative data; the development of problems of practices at individual school sites; the

development and implementation of instructional rounds; the time to work with feeder

patterns to identify ways to improve student scheduling and transitions between levels; and

the examination of student tasks to accelerate standards‐based instruction.

2)Creation of expectation map that provides a framework for developing a leadership

pipeline from the teacher through the executive leader and the professional development

needed at all levels of the organization.

‐ Partnering with the National Institution for School Leaders (NISL) to help build

instructional leadership through the Executive Development Program (EDP).

3)Creation of the cross‐ functional team to create and deliver professional learning to

elementary and middle school administrators and teachers in order to build the capacity of

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educators, administers and central office personnel.

4) Principal‐led process created in fall of 2018 to further improve communication between

principals and central office in all departments and divisions.

5) Nevada Educator Performance Framework (NEPF) Evaluation Tool streamlined and

Approved by the Nevada State Board of Education.

6) Creation of the K‐12 Student Code of Conduct, implementing K‐9 and Task force

Work with LV Metro focused on gang activity.

7) Class size

Rewarding and Attracting our people.

1) Business and Finance and Government Relations Divisions financial discussions with state

legislators, lobbyists, and the business community to procure increased funding in the 2019

legislative session.

2) Negotiations for multi‐year contract with CCEA that established the concept that District

Required cost are covered before employee increases are considered.

3) Negotiated Employee Assistance Program (EAP) benefit with United Healthcare for all

employees of the District.

4) Communications work to promote positive stories promoting staff and school

accomplishments and work around Teacher Appreciation Week.

5) Superintendent’s Honor Roll recognition program and reestablishing RAVE review

Program.

6) Recruitment and placement of licensed teachers in the classroom. Decrease the number

of critical labor shortage employee vacancies.

7) Recreating a CCSD brand to facilitate effective recruitment and retention.

8) Vegas PBS offering the PRAXIS exams, and various support staff position exams.

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Growing and Retaining our people.

Training and professional growth for teachers and administrators is something that has been

neglected in the District for several years due to extreme budget cuts that occurred during the

Great Recession here in Clark County and in the state. A refocus on this very important work is

greatly needed and aligns to the Theory of Action. Also expanding the regional principal

meetings to be replicated for assistant principals shows forethought and an investment into

growing a pipeline of strong school leaders.

Establishing a process for principals to be involved in how two‐way communication between

central office in all departments and divisions can improve, is one of several ways of having

administrators feel valued and validated in their ideas. Involvement in creating the process

supports growing talent and encourages individual to have buy‐in to the mission of the

organization. However, little work appears to have been established around creating structures

and practices for consistent and clear communication directly to employees. As a result,

decisions and actions of the Superintendent and Central Office may occasionally be

incompatible with the established Theory of Action.

Streamlining the NEPF Evaluation tool is an example of listening to staff as to how they can

succeed and serve students better by being able to invest more time in the coaching cycle to

improve instruction within their schools. Despite multiple and varied types of communication

from staff stating, “That the work load is only increasing and nothing is ever taken off our

plates”, there has not been evidence supplied that shows work/planning being done to address

this concern. Having more time to teach versus busy work was the number one response from

teachers when asked what would improve morale. Teachers communicating with other

educators and friends throughout the country are probably our single most powerful

recruitment tool, so this area also pertains to occasionally incompatible with the Theory of

Action – Attracting people.

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Having a safe work environment is something valued by all employees and is often a deciding

factor as to whether they are willing to remain in the District. The work centered around

restorative justice, social emotional learning and our partnership with the School Justice

Program are important elements to address inappropriate behavior that disrupts and

disrespects the learning environment. Creation of the Student Code of Conduct should address

confusion that was created due to multiple documents and use of discipline codes that varied

widely, creating a perception of inconsistent discipline consequences to students. Having the

Code of Conduct support the revamped MTSS training is helpful for school leaders taking this

training, but it appears the majority of the work is focused on teachers and school

administrators being held accountable and trained, with little focus on communicating and

educating students and parents as to their accountability on this issue. The partnership with the

Harbor through the School Justice Program should help address this concern for some of the

more concerning behaviors referrals.

CCSD has some of the largest class sizes in the nation. This coupled with the ELL and special

education needs of many of our students puts additional stress and challenges on our teachers

that tend to cause burn‐out. Recognizing that funding in Clark County is not adequately

provided for by the state, but overcrowded classrooms have a negative impact on retaining

staff and ultimately plays a part in not being able to attract teachers. The elephant in the room

is class size, as it impacts almost every element of Focus 2024, but is not specifically addressed

in the strategic planning or evaluation of Student Success or Theory of Action.

Rewarding and Attracting our people:

Strategic planning and communication with the state legislature regarding school funding is

critical as over 80% of our budget goes to employee salaries. Staff budgeting and collective

bargaining agreements are complicated even for individuals within the system of CCSD to fully

understand. Utilizing outside lobbyist to work with Government affairs and Business and

Finance staff has it’s benefits and disadvantages. Close monitoring and tracking of messaging,

content and frequency of communication to the appropriate individuals is ultimately the

Superintendents charge. Being able to financially reward employees is directly tied to state

funding and negotiated agreements that are structured such that giving financial rewards to

our employees doesn’t negatively impact students.

Being new to CCSD and Nevada any Superintendent naturally faces many challenges. Structures

and planning need to be in place that ensure appropriate staff can support the Superintendent

and other team members that are hired and that may not have extensive knowledge of the

CCSD system or its history.

Chris Garvey


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Not having adequate supports in place was a challenge for staff and leadership during the 2019

session. This did not support the Theory of action. This cycle may continue into the next

session due to recent leadership changes within the Government affairs dept. that will require

adequate time for the chief to become deeply familiar with issues surrounding CCSD policies,

financial needs and historical programs as well as past educational legislation. Decision and

planning for the 2021 session should be occurring now.

Recognizing individuals for their good work is often one of the simplest and less expensive

investment an organization can make. Establishing recognition programs is a step in the right

direction.

Antiquated systems and procedures within the HR system are reported as being some of the

biggest challenges with attracting/recruiting staff to CCSD. Although some structures have been

put in place that have made the hiring experience less cumbersome, there is a long way to go

according to applicants. Continued focus on finding resources to update systems and making

sure changes are made in a way that align with agreed upon policies and regulations will bring

this issue more closely into alignment with the Theory of Action. Given the challenges, it is

encouraging to see some of the outcomes of our recruiting efforts.

Commendations:

Innovative idea and work of negotiating Employee Assistance Program that offers free and

confidential assessments, short‐term counseling, referrals, and follow‐up services to employees

who have personal and/or work‐related problems. EAP’s address a broad and complex body of

issues affecting mental and emotional well‐being, such as alcohol and other substance abuse,

stress, grief, family problems and psychological disorders. This was negotiated at a minimal

cost but provides valuable and much needed services for our staff. Excellent leveraging of

benefits that helps to attract and retain employees.

Suggestions:

Start work to address Class size issues. This is tied to State funding and Union Collective

bargaining agreements and will require planning and communication with Stakeholders

throughout the system.

Also address issue that surround teacher burnout and start finding ways to eliminate or simplify

work that is required that doesn’t directly impact student achievement.

Chris Garvey


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Look at how to address substitute teacher shortage. Pay is critical to this issue but other issues

such as health benefits for long term substitute positions is of importance. Gather information

and have conversations with these individuals to understand concerns and incentive required

to replenish adequate pool of substitute teachers.

A by‐product of restructuring of Divisions with Operations has been eliminating mid

management positions or bringing outside talent to fill those positions. Focus on financial

stability and efficiency are appreciated and needed. In addition, it is important to be mindful

that if we are to have succession plans that grow employees and encourage them to stay with

CCSD we need to ensure there are pathways for advancement. Free training that provides

advancement opportunities is especially important for our entry level positions that are often

offering a pay scale at or below the poverty level.

Restructuring and bringing in the necessary talent to accomplish the goal we have set in Focus

2014 are understandable and align with the Theory of Action. However, when that decision in

reflected in 9 out of 17 cabinet positions being filled with individuals new to CCSD and of those

nine 4 individuals are from backgrounds unfamiliar with educational systems; additional

supports, monitoring or communication from the Superintendent are often required.

Occasionally these types of supports were not utilized resulting in misalignment with the

Theory of Action.

Many of the notations for misalignment will no doubt be corrected as the structures put in

place take hold and develop. Given the outside forces and financial challenges during this first

year of planning along with becoming familiar with the culture and programs of the District

these areas provide opportunities to learn from and grow within the Supeintendency.

Chris Garvey


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Deanna L. Wright


Page 1 of 12



they do.


Rating (1-4) 4

Evidence for rating: Strategic Plan – Student Success Priority 1, 2, 3 and 4

Rationale for rating: The Superintendents decisions are made with student achievement as the priority.

Commendations: Increase in DUAL Credit/ More CTA/ CTE


Must remain focused on increasing graduation rates, ACT/SAT scores, AP test pass rate, dual enrollment/ credit opportunities


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Deanna L. Wright


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Rating (1-4) 4

Evidence for rating: A calendar has been established and implemented for monitoring student success targets each month throughout the year.

Rationale for rating: Superintendent Jara has been presenting student data to the Board since Oct 2018 and has set up an ongoing monthly calender to keep the Board informed.

Commendations:


As we continue through the year we should continue to refine the information details and continue to ask questions about data. It is important that we always strive to dig deeper into the data to understand the whole picture of CCSD, not just an inch deep and a mile wide.


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Deanna L. Wright


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Rating (1-4) 3

Evidence for rating: Wants best education for ALL children. ALL means ALL. Raising the bar for adults in the system. 234 separate meetings on listening tour, 14 employee roundtables, 4,500 stakeholders engaged. Brought in Balanced Assessment K-9 for whole system (no expense to schools). Reorganized Central Office with cost savings, settled all 5 bargaining units agreements within 90 days of starting.

Rationale for rating: Wanting to move as quickly as possible. Superintendent Jara worked tirelessly his first 90 days to fulfill his promise of a listening tour and to meet with as many people as he could. His Juice with Jara and Java with Jara were very successful. Above and beyond that he meet with elected officials, community leaders, business leaders, employees and Trustees wanting to hear from everyone who wanted to tell him their point of view and what they thought. Then after he relayed his findings he again held public meetings to give the community an opportunity to voice their opinions on the direction he felt we needed to go. He heard loud and clear that the teacher and admin evaluations were long and cumbersome. He petitioned the State Department of Education and got the evaluations shorted and streamlined making sure the important info was still included so the integrity was not lost. The Board and the Superintendent held three working day long retreats to form the goals and priorities for the new Strategic Plan we would be forming together.


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Commendations: His efforts to get the K-9 assessment so that the all of CCSD can have a common language and have it at no cost to schools is commendable. The effort made to work with NV DOE to ‘redo’ the evaluations was a win for everyone and again I think commendable.


**While there have been gains in equity under Superintendent Jara we must continue to look for opportunities for inclusion at every level. **Customer Service is essential in a school system and CCSD is no expedition. With the expansion of school choice we must be mindful that student success is not always enough to keep parents and students enrolled. We must view Costumer Service with a different lens. It must become part of us – a culture of responsiveness no matter the department or location. **Communication affects everything we do, from Board meetings to transportation to zoning to maintenance. WE MUST get better at communicating. Communicating with our staff, communicating with the community, communicating with each other as a leadership team.



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Theory of Action: adherence to and focus on the established Theory of Action. Our people drive our success. In order to realize this plan, we must commit to attracting, growing, retaining, and rewarding our people.






Rating (1-4) 2

Evidence for rating: Survey and staff responses. Conversations with employees in person and via Facebook Posts. Employee vacancy statistics.

Rationale for rating: **Nationally there is a shortage of people entering the education profession. **We continue to hear that our staff feel undervalued and unappreciated. Employees need more than just money, they need to feel that they matter. Our goal should be that every employee, no matter what their job location, should feel that CCSD cares about and values them.

Commendations:


**Continue to work on our teacher pipeline. Working with NV’s higher education institutions to grow the education pipeline. **CCSD must do a better job of nurturing our employees – providing mentors **Increase staff recognition at all levels and throughout the year. Encourage schools/ departments to use easy, inexpensive ways to say thank you to their staff on a regular basis. Ask for our business partners to help with media and community recognition of our staff.


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17-18 Baseline

18-19 Results

Gains / Losses

2024 Goals


Met / Did Not

Meet

ELA proficiency 47% 48% +1.0% 63% +3.2% M

ELA gap 61.8% 62.3% +0.5% 40.8% -4.2% M


46.6% 46.7% +0.9% 58.7% +2.5% M

Math proficiency 34% 35% +1.0% 52% +3.6% M

Math proficiency Gap 50.9% 53.8% +2.9% 32.1% -3.8% M

4-year graduation rate 83.2% 85.8%** +2.6% 90% +1.4% M


24.3% 25.3% -1.0% 16.4% -1.6% M


There were gains in most areas except 1. BOST Presentation on 10/3/18 and 11/14/19

Commendations:


Growth must continue to be made in bigger increases year after year.



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Deanna L. Wright


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17-18 Baseline

18-19 Results

Gains / Losses

2024 Goals


Met / Did Not

Meet


97% (18-19

Baseline)

95.4% (19-20

Results)

-1.6% 100% +0.6% DNM


317 (18-19

Baseline)

145 (19-20

Results)

-172 0 -63 M


13.3% 13.97% +0.67% 10.63% -3.30% M


Data provided

Commendations:


Continue to focus on our licensed employees and support professionals being hired and retained.


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Deanna L. Wright


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17-18 Baseline

18-19 Results

Gains / Losses

2024 Goals


Met / Did Not Meet


55% 57% +2% 100% +9% M


Data provided

Commendations:


Trained, collaborative, effective and capable school leaders


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17-18 Baseline

18-19 Results

Gains / Losses

2024 Goals


Met / Did Not Meet


.81% 1.75% +.94% 3% +.25% M


74% 86% +12% 0% -14.8% M


98% 98% 0% 8% -18% M


25% 19% -6% 3% -4.4% M

Increase On-time Bus Services 82% 88% +6% 98% +3.2% M

Supporting documentation utilized: Data provided

Commendations: Protecting and increasing the End Fund Balance


Must keep our eye on all these areas


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Deanna L. Wright


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17-18 Baseline

18-19 Results

Gains / Losses

2024 Goals


Met / Did Not Meet


71% (Fall)

74% (Fall)

+3.0% 80% +1.8% M



Central

Staff 52.5%

(Spring)

School Staff

47.7% (Fall)

Central

Staff 48.3%

(Spring)

School Staff

+6.7%

Central Staff

-4.2%

80%

80%

+7.8%

+5.5%

M

------

DNM


Data provided

Commendations:

Suggestions for Improving staff perception is a key element to our success. Increasing


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Deanna L. Wright


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measurable growth/improvement:

that at all levels is very important.


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Deanna L. Wright


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