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                                    Tuesday, June 28, 2011
                            Regular Meeting of the Board of Trustees


1. Opening Items

1.01 Call to Order - 2:30 p.m. - Administration Building, Board Room 425 E. Ninth Street Reno, Nevada

1.02 Roll Call

1.03 Action to Adopt the Agenda (Items May be Taken Out of Order)

1.04 Executive Session - The Board of Trustees will recess to go into closed executive session to consider
matters permissible for discussion in closed session under NRS Chapter 241, i.e., to consider the character,
alleged misconduct, professional competence, or physical health of a person /and to consider matters
permissible for discussion in closed session under NRS Chapter 288, i.e., meeting with the District’s
management representative(s) concerning negotiations with employee groups. At the conclusion of
discussion or by motion, the Board will reconvene in open session.

1.05 Reconvene in Public Session - 4:00 p.m.

1.06 Pledge of Allegiance

2. Recognition

2.01 Excellence in Education Award

2.02 Class Act Award

2.03 Exceptional Volunteer Award

2.04 Nevada Principal of the Year Award

2.05 WCSD Elementary Principal of the Year

2.06 Nevada PTA Teacher of the Year Award

2.07 Outstanding Science Teacher Award - Sandra Daugherty Foundation

3. Public Comment

3.01 Public Comment - Comments from the public are invited at this time on topics not specifically
addressed elsewhere in the agenda. A yellow “Citizen’s Request to Speak” card should be filled out and
submitted to the Board President before speaking during the Public Comment section. The Board is
precluded from discussing or acting on items raised by Public Comment, which are not already on the
agenda. The Board of Trustees may impose reasonable restrictions on public comment. Pursuant to NRS
241.035, correspondence submitted by the general public shall be attached to the minutes of the meeting.

4. Reports

4.01 Board Reports

4.02 Superintendent Report




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4.03 Report of the 2011 Legislative Session

5. Consent Agenda Items

5.01 APPROVAL OF CONSENT AGENDA ITEMS 5.02 THROUGH 5.07

5.02 APPROVAL OF THE GRANT APPLICATION TO THE U.S. DEPARTMENT OF EDUCATION FOR THE
ADVANCED PLACEMENT INCENTIVE PROGRAM GRANT FOR $1,751,775

5.03 APPROVAL OF THE ADDITION AND REMOVAL OF COURSES FOR DUAL CREDIT FOR AN EXISTING
APPROVED SCHOOL; TRUCKEE MEADOWS COMMUNITY COLLEGE

5.04 PROPERTY, LIABILITY, AND WORKERS’ COMPENSATION INSURANCE RENEWALS - 2011/12

5.05 APPROVAL OF US PREVENTATIVE MEDICINE FOR WELLNESS / DISEASE MANAGEMENT PROGRAM

5.06 APPOINTMENT OF OVERSIGHT PANEL FOR SCHOOL FACILITIES

5.07 FINAL APPROVAL OF REVISION TO BOARD POLICY BOT-P038, STUDENT HEALTH, WELFARE AND
RIGHTS

6. Action Items

6.01 AUGMENTATION AND APPROVAL OF TRANSFERS FOR THE FISCAL YEAR 2010-11 BUDGET (10 Min.
Presentation)

6.02 APPROVAL OF FISCAL YEAR 2011-12 AMENDED FINAL BUDGET (15 Min. Presentation)

6.03 PRELIMINARY APPROVAL AND FIRST PUBLIC HEARING FOR THE ACCOUNTABILITY POLICY THAT HAS
BEEN DRAFTED IN CONCEPT TO SUPPORT ENVISION WCSD 2015 (10 Min. Presentation)

7. Presentation/Information Item (No Action)

7.01 PERFORMANCE REVIEW OF THE ENGLISH LANGUAGE LEARNER DEPARTMENT AND SPECIAL
EDUCATION DEPARTMENT (20 Min. Presentation)

7.02 PRESENTATION AND DISCUSSION OF SCHOOL, PARENT, AND STAFF CLIMATE SURVEYS CONDUCTED
TO ADDRESS CLIMATE/CULTURE COMPONENTS OF ENVISION WCSD 2015 (20 Min. Presentation)

8. Public Comment

8.01 Public Comment - Comments from the public are invited at this time on topics not specifically
addressed elsewhere in the agenda. A yellow “Citizen’s Request to Speak” card should be filled out and
submitted to the Board President before speaking during the Public Comment section. The Board is
precluded from discussing or acting on items raised by Public Comment, which are not already on the
agenda. The Board of Trustees may impose reasonable restrictions on public comment. Pursuant to NRS
241.035, correspondence submitted by the general public shall be attached to the minutes of the meeting.

9. Meeting Announcement

9.01 Meeting Announcement - July 26, 2011

10. Adjourn Meeting

10.01 Adjourn Meeting - Members of the public who are disabled and require special accommodations at the
meeting are requested to notify Ali Tognoni, Board Executive Assistant, in writing at 425 East 9th Street,
Reno, Nevada, 89512 or by calling (775) 348-0399 prior to the meeting date. This agenda has been posted
at the following locations: Washoe County School District Central Administration Building Washoe County
Administration Building Washoe County Courthouse Reno City Hall Sparks City Hall Sparks Library Incline
Village Library www.boarddocs.com/nv/washoe/board.nsf




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Agenda Item Details
Meeting       Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category      1. Opening Items

Subject       1.01 Call to Order - 2:30 p.m. - Administration Building, Board Room 425 E. Ninth
              Street Reno, Nevada

Type          Procedural




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Agenda Item Details
Meeting              Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category             1. Opening Items

Subject              1.02 Roll Call

Type                 Procedural


Barbara McLaury, President - District G (at-large)
Ken Grein, Vice-President - District D
Scott Kelley, Clerk - District E
Estela Gutierrez, Member- District F (at-large)
John Mayer, Member - District B
Barbara Clark, Member - District C
Dan Carne, Member - District A




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Agenda Item Details
Meeting          Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category         1. Opening Items

Subject          1.03 Action to Adopt the Agenda (Items May be Taken Out of Order)

Type             Action, Procedural

Preferred Date   Nov 16, 2010

Absolute Date    Nov 16, 2010

Recommended that the Board of Trustees approves the agenda as presented
Action




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Agenda Item Details
Meeting          Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category         1. Opening Items

Subject          1.04 Executive Session - The Board of Trustees will recess to go into closed executive
                 session to consider matters permissible for discussion in closed session under NRS
                 Chapter 241, i.e., to consider the character, alleged misconduct, professional
                 competence, or physical health of a person /and to consider matters permissible for
                 discussion in closed session under NRS Chapter 288, i.e., meeting with the District’s
                 management representative(s) concerning negotiations with employee groups. At the
                 conclusion of discussion or by motion, the Board will reconvene in open session.

Type             Action

Preferred Date   Jun 28, 2011

Absolute Date    Jun 28, 2011

Recommended that the Board of Trustees recess to closed executive session to consider matters
Action      permissible for discussion in closed session under NRS Chapter 241, i.e., to consider the
            character, alleged misconduct, professional competence, or physical health of a
            person /and to consider matters permissible for discussion in closed session under NRS
            Chapter 288, i.e., meeting with the District’s management representative(s) concerning
            negotiations with employee groups. At the conclusion of discussion or by motion, the
            Board will reconvene in open session.




The Board of Trustees will recess to go into closed executive session to consider matters permissible
for discussion in closed session under NRS Chapter 288, i.e., meeting with the District’s management
representative(s) concerning negotiations with employee groups.

NRS 241.030(1) states: “Except as otherwise provided in this section and NRS 241.031 and 241.033, a
public body may hold a closed meeting to consider the character, alleged misconduct, professional
competence, or physical or mental health of a person. ”

At the conclusion of discussion or by motion, the Board will reconvene in open session.




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Agenda Item Details
Meeting       Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category      1. Opening Items

Subject       1.05 Reconvene in Public Session - 4:00 p.m.

Type          Procedural


At the conclusion of executive session and discussion or by motion, the Board will
reconvene in open session.




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Agenda Item Details
Meeting       Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category      1. Opening Items

Subject       1.06 Pledge of Allegiance

Type          Procedural




                                                       I pledge allegiance to the
                                                      flag of the United States of
                                                           America, and to the
                                                          Republic for which it
                                                       stands, one Nation under
                                                          God, indivisible, with
                                                       liberty and justice for all.




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Agenda Item Details
Meeting       Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category      2. Recognition

Subject       2.01 Excellence in Education Award

Type          Recognition


Excellence in Education Award

Recipient: Ailene Azzam, Lenz Elementary School




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Agenda Item Details
Meeting       Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category      2. Recognition

Subject       2.02 Class Act Award

Type          Recognition


Class Act Award

Recipient: Jaidyn MacDonald, Double Diamond Elementary




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Agenda Item Details
Meeting        Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category       2. Recognition

Subject        2.03 Exceptional Volunteer Award

Type           Recognition


Recipient: Microsoft Licensing

Microsoft is a wonderful community model that is providing volunteers to assist our IT
Department.

The Exceptional Volunteer Award is a monthly award given to a school district volunteer by the Board of
Trustees. The volunteer must have completed 100 or more volunteer hours, been nominated by a District
staff person and selected by the Exceptional Volunteer Committee. Volunteers are given a board
proclamation and other gifts of appreciation as available.




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Agenda Item Details
Meeting       Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category      2. Recognition

Subject       2.04 Nevada Principal of the Year Award

Type          Recognition


Nevada Principal of the Year

Recipient: Debra Biersdorff, Wooster High School




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Agenda Item Details
Meeting       Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category      2. Recognition

Subject       2.05 WCSD Elementary Principal of the Year

Type


WCSD Elementary Principal of the Year

Recipient: Sally Scott, Hunsberger Elementary School




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Agenda Item Details
Meeting       Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category      2. Recognition

Subject       2.06 Nevada PTA Teacher of the Year Award

Type


Nevada PTA Teacher of the Year Award

Recipient: Cheryl Raybourn, Duncan Elementary School




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Agenda Item Details
Meeting       Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category      2. Recognition

Subject       2.07 Outstanding Science Teacher Award - Sandra Daugherty Foundation

Type          Recognition


Outstanding Science Teacher Award - Sandra Daugherty Foundation

Recipient: Genevieve Morehouse, Reed High School




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Agenda Item Details
Meeting       Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category      3. Public Comment

Subject       3.01 Public Comment - Comments from the public are invited at this time on topics not
              specifically addressed elsewhere in the agenda. A yellow “Citizen’s Request to Speak”
              card should be filled out and submitted to the Board President before speaking during
              the Public Comment section. The Board is precluded from discussing or acting on items
              raised by Public Comment, which are not already on the agenda. The Board of Trustees
              may impose reasonable restrictions on public comment. Pursuant to NRS 241.035,
              correspondence submitted by the general public shall be attached to the minutes of the
              meeting.

Type          Procedural


Comments from the public are invited at this time on topics not specifically addressed
elsewhere in the agenda. A yellow “Citizen’s Request to Speak” card should be filled out
and submitted to the Board President before speaking during the Public Comment section.
The Board is precluded from discussing or acting on items raised by Public Comment,
which are not already on the agenda. The Board of Trustees may impose reasonable
restrictions on public comment. Pursuant to NRS 241.035, correspondence submitted by
the general public shall be attached to the minutes of the meeting.




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Agenda Item Details
Meeting         Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category        4. Reports

Subject         4.01 Board Reports

Type            Report




Brief updates and notices from the Board regarding District and Community events, activities, and meetings
attended.




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Agenda Item Details
Meeting         Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category        4. Reports

Subject         4.02 Superintendent Report

Type            Report




Heath E. Morrison, Ph.D.
Superintendent of Schools

Brief updates and notices to the Board from the Superintendent regarding District and Community activities
and events.




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Agenda Item Details
Meeting         Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category        4. Reports

Subject         4.03 Report of the 2011 Legislative Session

Type            Information


TITLE: REVIEW OF THE 2011 LEGISLATIVE SESSION

FROM: Craig Hulse, Director of Government Affairs

PRESENTER(S) & PRESENTATION TIME:
Craig Hulse, Director of Government Affairs
(30 minutes)

DATE REPORT WRITTEN: June 6, 2011

SUMMARY: A recap of the accomplishments and challenges of the 2011 Legislative session will be
presented. The accomplishments will include a look at the successes and strengths of the Washoe
County School District during the 76th Session as well as the internal and external challenges for the
District. Attached is a list of bills that passed during the 2011 Session which effect WCSD. The plan for
implementation is included with each bill within the document.

ADDITIONAL BACKGROUND INFORMATION: A written report will be provided to the Trustees
summarizing the Session.

PREVIOUS BOARD ACTION: n/a

ATTACHMENTS:
Attachment A: Summary of 2011 Legislative Session

WCSD STRATEGIC PLAN: Implementation of all facets of the Strategic Plan is a major objective of
the Government Affairs Office and the tracking of proposed legislation.

LEGAL: There are no known legal implications of the review.

FINANCIAL: There is no known financial implication of the review.

COMMUNITY INVOLVEMENT: Per state statute, aplan for implementation of all the bills that effect
public education must be provided to staff and parents by August 1.

ALTERNATIVES: n/a




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Agenda Item Details
Meeting          Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category         5. Consent Agenda Items

Subject          5.01 APPROVAL OF CONSENT AGENDA ITEMS 5.02 THROUGH 5.07

Type             Action (Consent)

Preferred Date   Nov 16, 2010

Absolute Date    Nov 16, 2010

Recommended that the Board of Trustees approves Consent Agenda Items 5.02 through 5.07
Action




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Agenda Item Details
Meeting          Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category         5. Consent Agenda Items

Subject          5.02 APPROVAL OF THE GRANT APPLICATION TO THE U.S. DEPARTMENT OF
                 EDUCATION FOR THE ADVANCED PLACEMENT INCENTIVE PROGRAM GRANT FOR
                 $1,751,775

Type             Action (Consent)

Preferred Date   Jun 28, 2011

Absolute Date    Jun 28, 2011

Fiscal Impact    Yes

Dollar Amount    $ 1,751,775.00

Budgeted         No

Budget Source    Grant Funds

Recommended that the Board of Trustees approves the grant application to the U.S. Department of
Action      Education for the Advanced Placement Incentive Program grant for $1,751,775



FROM: Ms. Kristen McNeill, Chief Officer, State & Federal Programs/K-16 Initiatives

Presenter(s): Consent Agenda

SUMMARY: This grant supports Hug, Sparks, and Wooster High Schools and their feeder Middle Schools:
Clayton, Dilworth, Pine, Sparks, Traner, and Vaughn in expanding access for low-income students to Pre-
Advanced Placement (AP) and AP/IB (International Baccalaureate) courses. It also provides for the
expansion of AP English Language Arts (ELA) and other STEM (Science, Technology, Engineering, and
Math) AP classes.

ADDITIONAL BACKGROUND INFORMATION: The goals for Washoe County School District’s (WCSD)
Advanced Placement Incentive Program will ultimately increase access to low-income students to AP/IB
courses and on-line-AP courses for low-income students, increase instructional support for low-income
students, and increase professional development opportunities and support for AP/IB and Pre-AP teachers.

The goals of the grant are as follows:

Goal 1. Expand access for students. Expand Pre-AP and AP/IB courses and exams for low-income students
as part of Washoe County School District’s Pathway to improve student learning supported by rigorous
standards-based instruction.

Goal 2. Increase support for low-income students. Provide effective and extensive support for first-time
and struggling Pre-AP and AP/IB students with teacher and peer tutoring so students successfully
complete Pre-AP and AP/IB courses and tests.




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Goal 3. Increase support for teachers. Prepare a greater number of secondary teachers to be effective
instructors of Pre-AP and AP/IB courses in anticipation of increased enrollment by low-income students
eligible to take Pre-AP and AP/IB courses and support existing AP/IB teachers more effectively.


Major activities for the APIP grant include: 1) Identify low-income students for recommendation of taking
Pre-AP or AP/IB courses; support for low-income students enrolled in Pre-AP, or AP classes (and on-line)
by offering summer and school-year tutoring; 2) Increase teacher/counselor professional development
through College Board summer institutes, in-district training, vertical articulation of honors, Pre-AP, and
AP/IB courses for 7th- 12th grades, and STEM courses through the University of Nevada, Reno (UNR) for
the expansion of AP ELA and other STEM courses for regular classroom and online; and 3) Upgrade
science labs and purchase other curriculum materials for expansion of STEM AP/IB courses and on-line
courses.

PREVIOUS BOARD ACTION: None

ATTACHMENTS: None

WCSD STRATEGIC PLAN: This grant is aligned with all the WCSD Envision 2015 Strategic Plan Goals --
1: Provide continuous academic success for every student; Goal 2: Recruit and support highly effective
personnel; Goal 3: Engage families and community partners; Goal 4: Value and strengthen a positive, self-
renewing culture; and Goal 5: Align performance management systems.

LEGAL:If awarded, Washoe County School District agrees to the conditions set forth in the grant
guidelines. A copy of the complete grant proposal is available on file with the Office of State and Federal
Programs.

FINANCIAL: The matching funds total $246,771 of which private funding is $106,200. Secured private
funding includes: 1) The Reno-Sparks and Northern Nevada Chamber of Commerce’s: $8,400 in Year 2
and Year 3 of grant to pay for Peer Tutors; 2) College Board: $4,200 in contract services in Year 2 and
Year 3. Unsecured private funding: $81,000 science lab upgrades. The Office of State & Federal Programs
will pursue local private foundations for this funding using the APIP grant as a match. In-kind WCSD
funding: $140,571 for staff time dedicated to project.

Indirect Costs associated with this grant: $59,892. Administrative Costs associated with this grant:
$16,750.

COMMUNITY INVOLVEMENT:College Board, Reno-Sparks Chamber of Commerce, Northern Nevada
Chamber of Commerce, and University of Nevada Reno: College of Education, College of Science, College
of Engineering, and Department of Mathematics and Statistics.

ALTERNATIVES: N/A

SUPERINTENDENT'S RECOMMENDATION: That the Board of Trustees approves the grant to the U.S.
Department of Education for the Advanced Placement Incentive Program grant for $1,751,775




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Agenda Item Details
Meeting          Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category         5. Consent Agenda Items

Subject          5.03 APPROVAL OF THE ADDITION AND REMOVAL OF COURSES FOR DUAL CREDIT FOR
                 AN EXISTING APPROVED SCHOOL; TRUCKEE MEADOWS COMMUNITY COLLEGE

Type             Action (Consent)

Preferred Date   Jun 28, 2011

Absolute Date    Jun 28, 2011

Fiscal Impact    No

Budgeted         No

Budget Source    Not applicable.

Recommended that the Board of Trustees approves the additional courses as requested by TMCC
Action


FROM: Dr. Paul M. La Marca, Chief Accountability Officer

PRESENTER(S) & PRESENTATION TIME: Consent Agenda Item

SUMMARY:NRS 389.160 requires that both the Board of Trustees and the State Board approve the
courses offered for dual credit. Truckee Meadows Community College (TMCC) would like to add and
remove courses from the list of courses offered approved in October 2009 (see course list attached).

PREVIOUS BOARD ACTION:
In October 2009, the Trustees approved the addition and removal of courses from the Truckee Meadows
Community College list of courses offered.

In April 2008, the Trustees approved adding Sierra Nevada College as an institution offering dual credit
coursework for Washoe County School District students. The district has offered a limited number of dual
credit courses since 1992. TMCC and UNR have both been previously approved to offer courses on their
campuses and added to that list in April 2008.

BACKGROUND: The following statute requires that the Board of Trustees approve the university or
community college as well as the course offerings for dual credit:

NRS 389.160Credittoward graduation from high school for courses taken at community college or
university.
    1. A pupil enrolled in high school, including, without limitation, a pupil enrolled in grade 9, 10, 11 or
12 in a charter school or a pupil enrolled in a program designed to meet the requirements of an adult
standard diploma, who successfully completes a course of education offered by a community college or
university in this State which has been approved pursuant to subsection 2, must be allowed to apply the
credit received for the course so completed to the total number of credits required for graduation from the




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high school or the charter school in which the pupil is enrolled or the credits required for receipt of an
adult standard diploma, as applicable.
     2. With the approval of the State Board, the board of trustees of each county school district and the
governing body of each charter school shall prescribe the courses for which credits may be received
pursuant to subsection 1, including occupational courses for academic credit and the amount of credit
allowed for the completion of those courses.
    (Added to NRS by 1989, 1089; A 1991, 1700; 1993, 103; 1999, 3313; 2007, 1997)
A dual credit committee was formed with members from SNC, TMCC, and UNR as well as Secondary
Education, PPA&A and RCTL staff in 2008. This committee had access to the coursework utilized by Clark
County in the administration of their dual credit. The three post-secondary institutions desired to allow
students to take any course for which they meet the prerequisites for dual credit. This would allow
students a variety of opportunities to earn college credit and elective high school credit including;
remediation prior to college entry, additional coursework in mathematics beyond what is offered in high
school, other offerings matching their interests.

TMCC wishes to update the previously approved list to add the new coursework recently added to the
college and to delete courses no longer offered.


ATTACHMENT(s):
Attachment 1—TMCC articulation list of courses to consider for Fall 2011.

LEGAL: N/A

FINANCIAL: N/A

SUPERINTENDENT’S RECOMMENDATION: that the Board of Trustees approves the additional courses
as requested by TMCC
   TMCC_TO_WCSD _COURSES 2011.pdf (278 KB)




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                                       Dual Credit Courses
                        from Truckee Meadows Community College 2010-2011
                        Variable
                         Credit
Prefix Number Credits   Course                       Course Title            Notes:
AAD      100   3.00                 INTRODUCTION TO ARCHITECTURAL DESIGN
AAD      101   3.00                             DESIGN WITH NATURE
AAD      125   3.00                  CONSTRUCTION DRAWINGS AND DETAILING
AAD      180   3.00                         FUNDAMENTALS OF DESIGN I
AAD      181   3.00                   FUNDAMENTALS OF DESIGN I DISCUSSION
AAD      182   3.00                        FUNDAMENTALS OF DESIGN II
AAD      183   3.00                  FUNDAMENTALS OF DESIGN II DISCUSSION
AAD      201   3.00                    HISTORY OF THE BUILT ENVIRONMENT
AAD      202   3.00                    ANALYSIS OF THE BUILT ENVIRONMENT
AAD      223   3.00                    GRAPHIC SOFTWARE FOR ARCHITECTS
AAD      230   3.00                             DESIGN WITH CLIMATE
 AAD     241   3.00                           GRADING AND DRAINAGE
AAD      257   3.00                               PLANT MATERIALS
 AAD     258   3.00                       XERIPHITIC LANDSCAPE PLANTS
AAD      262   3.00                     CAD FOR LANDSCAPE ARCHITECTURE
AAD      265   3.00                COMPUTER APPLICATIONS IN ARCHITECTURE I
AAD      280   3.00                FUNDAMENTALS OF ARCHITECTURE DESIGN I
AAD      282   3.00                FUNDAMENTALS OF ARCHITECTURE DESIGN II
 AC     102B   3.00                           REFRIGERATION THEORY
 AC     106B   6.00                          RESIDENTIAL GAS HEATING
  AC     107   6.00                    ELECTRICAL AND CONTROLS FOR HVAC
 AC     111B   3.00                                 HEAT PUMPS
  AC     121   3.00                                SHEET METAL I
  AC     122   3.00                                SHEET METAL II
 AC     150B   6.00                      BASIC REFRIGERATION SERVICING
 AC     198B   0.50       6.00                SPECIAL TOPICS IN HVAC
 AC     200B   6.00                       COMMERCIAL REFRIGERATION I
 AC     205B   4.00                           HVAC CONTROL SYSTEMS           Delete
 AC     210B   3.00                    BOILER OPERATION AND MAINTENANCE
 AC     295B   0.50      16.00               INTERNSHIP HVAC CAREER
ACC      105   1.00       3.00              TAXATION FOR INDIVIDUALS
ACC     135B   3.00                                BOOKKEEPING I
ACC     136B   3.00                                BOOKKEEPING II
ACC     180B   3.00                PAYROLL & EMPLOYEE BENEFIT ACCOUNTING
ACC      201   3.00                            FINANCIAL ACCOUNTING
ACC      202   3.00                          MANAGERIAL ACCOUNTING
ACC      203   3.00                        INTERMEDIATE ACCOUNTING I         Delete
ACC      220   3.00                   MICROCOMPUTER ACCOUNTING SYSTEMS
ACC     295B   1.00       8.00                   WORK EXPERIENCE
ADT      105   5.00                         ARCHITECTURAL DRAFTING I
                        Variable
                         Credit
Prefix Number Credits   Course                       Course Title              Notes:
ADT      108   3.00                        ARCHITECTURAL LANDSCAPING I
ADT     168B   3.00                          LANDSCAPE MANAGEMENT I
ADT     170B   3.00                              SOIL MANAGEMENT
ADT     172B   3.00                          TURFGRASS MANAGEMENT I
ADT     173B   3.00                          TURFGRASS MANAGEMENT II
ADT     174B   3.00                              URBAN TREE CARE I
ADT     178B   3.00                       FUNDAMENTALS OF HORTICULTURE
ADT     198B   0.50       6.00                 SPECIAL TOPICS IN ADT
ADT     230B   3.00                   MECH/ELECT EQUIPMENT FOR BUILDINGS
ADT     245B   3.00                     STATIC AND STRENGTH OF MATERIALS
ADT     256B   3.00                    INTRODUCTION TO LAND USE PLANNING
ADT     268B   3.00                          LANDSCAPE MANAGEMENT II
ADT     270B   3.00                          GREENHOUSE MANAGEMENT
ADT     290B   1.00       8.00          INTERN IN ARCH DESIGN TECHNOLOGY
 AIT    110B   1.00                         GENERAL INDUSTRIAL SAFETY
 AM      145   3.00       4.00                    SIGN LANGUAGE I
 AM      146   3.00       4.00                    SIGN LANGUAGE II
 AM      147   3.00       4.00                   SIGN LANGUAGE III
 AM      148   3.00       4.00                   SIGN LANGUAGE IV
ANTH     101   3.00                INTRODUCTION TO CULTURAL ANTHROPOLOGY
ANTH     102   3.00                 INTRODUCTION TO PHYSICAL ANTHROPOLOGY
ANTH    110L   1.00                   PHYSICAL ANTHROPOLOGY LABORATORY
ANTH     198   0.50       6.00                    SELECTED TOPICS
ANTH     201   3.00                   PEOPLES AND CULTURES OF THE WORLD
ANTH     202   3.00                                ARCHAEOLOGY
ANTH    205     3.00               ETHNIC GROUPS IN CONTEMPORARY SOCIETIES
ANTH    208     3.00                   FUNDAMENTALS OF CULTURAL DIVERSITY
ANTH    225     0.50      3.00       ARCHAEOLOGICAL FIELD METHODS: SURVEY
ANTH    226     0.50      3.00     ARCHAEOLOGICAL FIELD METHODS: EXCAVATION
ANTH    227     0.50      3.00          FOUNDATIONS OF ARCH LAB METHODS
ANTH    229     3.00                FUNDAMENTALS OF APPLIED ANTHROPOLOGY
ANTH    279     3.00                PARA-PROFESSIONAL SKILLS IN SOCIAL SCIEN
ANTH    281     3.00                        INTRODUCTION TO LANGUAGE
ANTH    290     1.00      8.00             INTERNSHIP IN ANTHROPOLOGY
ART     100     3.00      5.00                  VISUAL FOUNDATIONS
ART     101     3.00                                 DRAWING I
ART     102     3.00                                 DRAWING II
ART     106     3.00                                 JEWELRY I
ART     124     3.00                      INTRODUCTION TO PRINTMAKING
ART     127     3.00                               WATER COLOR I
ART     135     3.00                               PHOTOGRAPHY I
ART     141     3.00                  INTRODUCTION TO DIGITAL PHOTOGRAPHY
ART     142     3.00                 INTRODUCTION TO DIGITAL PHOTOGRAPHY II
                        Variable
                         Credit
Prefix Number Credits   Course                       Course Title                    Notes:
ART      160   3.00                              ART APPRECIATION
ART     198B   0.50       6.00                     SPECIAL TOPICS
ART      201   3.00                                LIFE DRAWING I
ART      209   3.00                    INTRODUCTION TO GALLERY PRACTICES
ART      211   3.00                                  CERAMICS I
ART      212   3.00                                  CERAMICS II
ART      216   3.00                                 SCULPTURE I
ART      227   3.00                               WATER COLOR II
ART      231   3.00                                   PAINTING I
ART      232   3.00                                  PAINTING II
ART      235   3.00                               PHOTOGRAPHY II
ART      236   3.00                               PHOTOGRAPHY III
ART      249   3.00                                  NEW MEDIA
ART      260   3.00                           SURVEY OF ART HISTORY I
ART      261   3.00                           SURVEY OF ART HISTORY II
ART      263   3.00                 SURVEY AFRICAN, OCEANIC & NATIVE AMER ART
ART      264   3.00                           SURVEY OF AMERICAN ART                 Delete
ART      265   3.00                        INTRO TO CONTEMPORARY ART
ART      270   3.00                                WOMEN IN ART
ART      295   1.00       3.00            SPECIAL TOPICS IN ART HISTORY
ART      296   1.00       3.00                  INDEPENDENT STUDY
ART      297   1.00       3.00                      FIELD STUDY
ART      298   1.00       3.00                  PORTFOLIO EMPHASIS
ART      299   1.00       3.00             SPECIAL TOPICS IN STUDIO ART
AST      104   3.00                INTRODUCTORY ASTRONOMY:STARS & GALAXIES
AST     198B   0.50       6.00             SPECIAL TOPICS IN ASTRONOMY
ATMS     117   3.00                                METEOROLOGY
AUTO    101B   2.00       7.00                     GENERAL AUTO
AUTO    111B   4.00                           AUTOMOTIVE ELECTRICITY
AUTO    112B   4.00                          AUTOMOTIVE ELECTRICITY II
AUTO    136B   5.00                                ENGINE REPAIR
AUTO    145B   5.00                             AUTOMOTIVE BRAKES
AUTO    150B   5.00                     STEERING AND SUSPENSION SYSTEMS
AUTO    155B   3.00                             SMALL ENGINE REPAIR             changed to MT 109
AUTO    165B   5.00                     AUTO HEATING AND AIR CONDITIONING
AUTO    198B   0.50       6.00                 SPECIAL TOPICS IN AUTO
AUTO    205B   5.00                        MANUAL DRIVE TRAINS & AXLES
AUTO    216B   5.00                          AUTOMATIC TRANSMISSIONS
AUTO    222B   3.00                   EMISSION CONTROL CERTIFICATION PREP
AUTO    225B   4.00                            ENGINE PERFORMANCE I
AUTO    227B   4.00                            ENGINE PERFORMANCE II
AUTO    235B   4.00                           ENGINE PERFORMANCE III
AUTO    265B   4.00                     ELECTRICAL/ELECTRONIC SYSTEMS III
                        Variable
                         Credit
Prefix Number Credits   Course                        Course Title                Notes:
AUTO    290B   1.00       6.00            INTERNSHIP IN AUTOMOTIVE LEVEL 1
 AV     110B   3.00       6.00              PRIVATE PILOT GROUND SCHOOL
 AV     210B   3.00                    INSTRUMENT GROUND SCHOOL (AIRPLANE)
 BI     101B   3.00                            INTRO TO BUILDING CODES
BIOL     100   3.00                       GENERAL BIOLOGY FOR NON-MAJORS
BIOL     110    3.00                 BIOLOGY FOR ELEM/MIDDLE LEVEL EDUCATION
BIOL     113    3.00                            LIFE IN THE OCEAN
BIOL    141B    4.00                     HUMAN STRUCTURE AND FUNCTION I
BIOL    142B    4.00                     HUMAN STRUCTURE AND FUNCTION II
BIOL    188B    1.00                    FOUNDATIONS IN SCIENTIFIC LITERACY
BIOL    190     3.00                 INTRODUCTION TO CELL & MOLECULAR BIOLOGY

BIOL    190L    1.00               INTRO TO CELL & MOLECULAR BIOLOGY LABORATORY
BIOL     191    3.00                    INTRODUCTION TO ORGANISMAL BIOLOGY
BIOL    191L    1.00                  INTRODUCTION TO ORGANISMAL BIOLOGY LAB
BIOL    198B    0.50      6.00                SPECIAL TOPICS IN BIOLOGY
BIOL     200    3.00                 ELEMENTS OF HUMAN ANATOMY & PHYSIOLOGY
BIOL     201    4.00                             GENERAL ZOOLOGY
BIOL     223    4.00                      HUMAN ANATOMY & PHYSIOLOGY I
BIOL     224    4.00                      HUMAN ANATOMY & PHYSIOLOGY II
BIOL     251    4.00                          GENERAL MICROBIOLOGY
BIOL    290B    1.00      8.00                 INTERNSHIP IN BIOLOGY
BIOL     299    1.00      3.00              SELECTED TOPICS IN BIOLOGY
BNK      201    3.00                           PRINCIPLES OF BANKING
BNK      207    3.00                       FINANCIAL STATEMENT ANALYSIS
BNK     209     2.00                 INTRO TO COMMERCIAL AND CONSUMER CREDIT
BNK      211    3.00                 MARKETING AND PR IN BANKING ENVIRONMENT
BUS      098    3.00                        FUNDAMENTALS OF BUSINESS
BUS      101    3.00                        INTRODUCTION TO BUSINESS
BUS      106    3.00                            BUSINESS ENGLISH
BUS      107    3.00                    BUSINESS SPEECH COMMUNICATIONS
BUS      108    3.00                       BUSINESS LETTERS & REPORTS
BUS      112    3.00                            CUSTOMER SERVICE
BUS     117B    3.00                          APPLIED BUSINESS MATH
BUS     150B    3.00                            PERSONAL FINANCE
BUS     152B    3.00                   SMALL BUSINESS: HOW DO I START ONE         Delete
BUS     198B    0.50      6.00              SPECIAL TOPICS IN BUSINESS
BUS      272    3.00                           LEGAL ENVIRONMENT
BUS      275    3.00                 FUNDAMENTALS OF INTERNATIONAL BUSINESS
BUS     290B    1.00      8.00               INTERNSHIP IN BUSINESS
                        Variable
                         Credit
Prefix Number Credits   Course                    Course Title                Notes:
CADD     100    3.00      4.00     INTRODUCTION TO COMPUTER-AIDED DRAFTING
CADD     105    3.00      4.00       INTERMEDIATE COMPUTER-AIDED DRAFTING
CADD     140    3.00      4.00                 TECHNICAL DRAFTING I
CADD    141B    3.00      4.00                 TECHNICAL DRAFTING II
CADD    142B    3.00      4.00                TECHNICAL DRAFTING III
CADD    198B    1.00      6.00                SPECIAL TOPICS IN CADD
CADD     200    3.00      4.00         ADVANCED COMPUTER-AIDED DRAFTING
CADD    210B    3.00      4.00                      CADD PROJECT
CADD     245    3.00      4.00         SOLID MODELING & PARAMETRIC DESIGN
CADD     255    3.00      4.00                  CAD CUSTOMIZATION I
CADD     256    3.00      4.00                 CAD CUSTOMIZATION II
CADD    290B    1.00      6.00                   INTERNSHIP IN CADD
CADD    299B    1.00      3.00                CAPSTONE/ASSESSMENT
 CE     201B    3.00                          WORKPLACE READINESS
 CE     290B    0.50      9.00                    WORK EXPERIENCE
 CH      201    3.00                     ANCIENT AND MEDIEVAL CULTURES
 CH      202    3.00                            THE MODERN WORLD
 CH      203    3.00               AMERICAN EXPERIENCE & CONSTITUTIONAL CHG
CHEM     100    3.00                MOLECULES AND LIFE IN THE MODERN WORLD
CHEM     103    3.00                         PREPARATORY CHEMISTRY
CHEM     120    1.00                   RECITATION FOR GENERAL CHEMISTRY I
CHEM     121    4.00                           GENERAL CHEMISTRY I
CHEM    121R    5.00                   GENERAL CHEMISTRY WITH RECITATION I
CHEM     122    4.00                           GENERAL CHEMISTRY II
CHEM    122R    5.00                  GENERAL CHEMISTRY WITH RECITATION II
CHEM    198B    0.50      6.00             SPECIAL TOPICS IN CHEMISTRY
CHEM    201     4.00               GENERAL CHEMISTRY SCIENTISTS & ENGINEERS
CHEM     202    4.00               GENERAL CHEM FOR SCIENTISTS/ENGINEERS II
CHEM     220    4.00                   INTRODUCTORY ORGANIC CHEMISTRY
CHEM     241    3.00                          ORGANIC CHEMISTRY I
CHEM    241L    1.00                  ORGANIC CHEMISTRY FOR LIFE SCI LAB I
CHEM     242    3.00                          ORGANIC CHEMISTRY II
CHEM    242L    1.00                  ORGANIC CHEMISTRY FOR LIFE SCI LAB II
 CIT    100B    1.00                           COMPUTER SAMPLER
 CIT    102B    1.00                       INTRODUCTION TO WINDOWS
 CIT    103B    1.00                                 INTERNET
 CIT    105B    1.00      3.00                 WORD PROCESSING
 CIT    106B    1.00                             SPREADSHEETS
 CIT    107B    1.00                                DATABASES
 CIT    108B    1.00                               POWERPOINT
 CIT    114B    4.00                              IT ESSENTIALS
 CIT    128B    4.00               INTRODUCTION TO SOFTWARE DEVELOPMENT
                        Variable
                         Credit
Prefix Number Credits   Course                        Course Title             Notes:
 CIT     130   3.00                                 BEGINNING JAVA
 CIT     132   3.00                             BEGINNING VISUAL BASIC
 CIT    134B   3.00                                  BEGINNING C#
 CIT     151   3.00                        BEGINNING WEB DEVELOPMENT
 CIT     152   3.00                    WEB SCRIPT LANGUAGE PROGRAMMING
 CIT     153   3.00                                 BEGINNING PERL
 CIT     173   3.00                             INTRODUCTION TO LINUX
 CIT     174   3.00                        LINUX SYSTEM ADMINISTRATION
 CIT    175B   3.00                  ADVANCED LINUX SYSTEM ADMINISTRATION
 CIT     180   3.00                        DATABASE CONCEPTS AND SQL
 CIT    198B   1.00       6.00                   SPECIAL TOPICS IN CIT
 CIT     201   3.00                     WORD CERTIFICATION PREPARATION
 CIT     202   3.00                     EXCEL CERTIFICATION PREPARATION
 CIT     203   3.00                    ACCESS CERTIFICATION PREPARATION
 CIT     204   2.00                 POWERPOINT CERTIFICATION PREPARATION
 CIT     211   3.00       5.00                          MCSE I
 CIT     212   3.00       5.00                          MCSE II
 CIT     213   3.00       5.00                          MCSE III
 CIT     214   3.00       5.00                         MCSE IV
 CIT     215   3.00       5.00                      MCSE ELECTIVES
 CIT     230   3.00                                 ADVANCED JAVA
 CIT     232   3.00                             ADVANCED VISUAL BASIC
 CIT    234B   3.00                                  ADVANCED C#
 CIT     251   3.00                        ADVANCED WEB DEVELOPMENT
 CIT     257   3.00                                 WEB LANGUAGES
 CIT     263   3.00                INTRODUCTION TO IT PROJECT MANAGEMENT
 CIT     290   1.00       6.00                     INTERNSHIP IN CIT
 CIT     298   1.00       6.00            ADVANCED SPECIAL TOPICS IN CIT
 CIT    299B   1.00       6.00                INDEPENDENT STUDY IN CIT
 CLS     151   2.00                                  PHLEBOTOMY
 CLS     152   2.00                              APPLIED PHLEBOTOMY
 CLS     153   2.00                      PHLEBOTOMY CLINICAL PRACTICUM
COM      113   3.00                          FUNDAMENTALS OF SPEECH I
COM      215   3.00                 INTRODUCTION TO GROUP COMMUNICATION
COM      285   3.00                    COMMUNICATION DISABILITIES AND FILM
CONS     120   3.00                      PRINT READING AND SPECIFICATION     Title change
CONS    121B   3.00                 PRINCIPLES OF CONSTRUCTION ESTIMATING
CONS    155B   3.00                     ON-SITE CONSTRUCTION SUPERVISOR
CONS    198B   0.50       6.00           SPECIAL TOPICS IN CONSTRUCTION
CONS    211B   3.00                        CONSTRUCTION COST CONTROL
CONS     221   3.00                         CONSTRUCTION ESTIMATING II
CONS    281B   3.00                   CONS PLANNING SCHEDULING & CONTROL
CONS    282B   2.00       3.00                    CONSTRUCTION LAW
                        Variable
                         Credit
Prefix Number Credits   Course                     Course Title                  Notes:
CONS    283B   2.00                CONSTRUCTION DOCUMENTS AND SPECIFICATION
CONS    290B   1.00       8.00            INTERNSHIP IN CONSTRUCTION
COT     101B   1.00       3.00              COMPUTER KEYBOARDING I
COT     110B   1.00       3.00                 BUSINESS MACHINES
COT     198B   0.50       6.00               SPECIAL TOPICS IN COT
COT     207B   3.00                  BUSINESS APPLICATIONS ON THE INTERNET
COT      217   1.00       3.00                OFFICE PUBLICATIONS
 COT     240   3.00                      EXECUTIVE OFFICE PROCEDURES
COT     290B    1.00      6.00     INTERNSHIP IN COMPUTER/OFFICE TECHNOLOGY
COT     299B    1.00      6.00                  INDEPENDENT STUDY
CPD     105B    1.00      3.00         INDIVIDUALIZED BASIC LEARNING SKILLS
CPD      116    3.00                 SUBSTANCE ABUSE-FUND FACTS & INSIGHTS
CPD      120    2.00               TREATMENT PLANNING AND CASE MANAGEMENT
CPD      123    1.00      2.00             CAREER CHOICES AND CHANGES
CPD     124B    1.00      3.00           DEVELOPING YOUR OWN POTENTIAL
CPD     125B    1.00      3.00                JOB SEARCH TECHNIQUES
CPD     126B    1.00      3.00                    PARENTING SKILLS
CPD     129B    1.00      3.00              ASSERTIVENESS TECHNIQUES I
CPD     130B    1.00      3.00           STRESS MANAGEMENT TECHNIQUES I
CPD     132B    3.00                         INTERPERSONAL RELATIONS
CPD     136B    1.00      3.00          STRESS MANAGEMENT TECHNIQUES II
CPD     139B    1.00      3.00             ASSERTIVENESS TECHNIQUES II
CPD      140    3.00               INTRODUCTION TO FAMILY RESPITE CAREGIVING
CPD     203B    2.00                           PEER ADVISOR TRAINING
CPD     291     3.00                SUBSTANCE ABUSE COUNSELING PRACTICUM I
CPD      292    3.00                SUBSTANCE ABUSE COUNSELING PRACTICUM II
CPE      201    4.00                  INTRODUCTION TO COMPUTER ENGINEERNG
CRJ      101    3.00                          INTRO TO CRIMINAL JUSTICE
CRJ      102    3.00                         INTRO TO CRIMINAL JUSTICE II
CRJ      106    3.00                      INTRODUCTION TO CORRECTIONS
CRJ     111B    1.00      3.00                        FIREARMS I
CRJ     114B    1.00      3.00                        FIREARMS II
CRJ      120    3.00                            COMMUNITY RELATIONS
CRJ      125    1.00                           LEGAL CAREERS AND LAW
CRJ      126    1.00                         LEGAL RESEARCH & METHODS
CRJ      127    1.00                                LEGAL WRITING
CRJ      155    3.00                         The JUVENILE JUSTICE SYSTEM       Title change
CRJ      162    3.00                        INVESTIGATIVE PHOTOGRAPHY I        Title change
CRJ      163    3.00                       INVESTIGATIVE PHOTOGRAPHY II
CRJ      164    3.00                 INTRODUCTION TO CRIMINAL INVESTIGATION
CRJ     198B    0.50      6.00           SPECIAL TOPICS IN CRIMINAL JUSTICE
CRJ      211    3.00                               POLICE IN AMERICA           Title change
                        Variable
                         Credit
Prefix Number Credits   Course                       Course Title                       Notes:
CRJ      214   3.00                  PRINCIPLES OF POLICE PATROL TECHNIQUES
CRJ      215   3.00                             PROBATION & PAROLE
CRJ      222   3.00                         CRIMINAL LAW & PROCEDURES
CRJ      225   3.00                              CRIMINAL EVIDENCE
CRJ      226   3.00                  PREVENTIONS & CONTROL OF DELINQUENCY
CRJ      229   3.00                   RESEARCH METHODS IN CRIMINAL JUSTICE
CRJ     229B   1.00       3.00                   DEFENSIVE TACTICS
CRJ      265   3.00       4.00         INTRODUCTION TO PHYSICAL EVIDENCE
CRJ      270   3.00                       INTRODUCTION TO CRIMINOLOGY
CRJ     285B   1.00       6.00         SELECTED TOPICS IN CRIMINAL JUSTICE
CRJ     288B   1.00       6.00         SELECTED TOPICS IN CRIMINAL JUSTICE
CRJ      289   3.00                               LAW AND JUSTICE
CRJ     290B   1.00       8.00            INTERNSHIP IN CRIMINAL JUSTICE
                                                                                CRJ 298 changed to CRJ
CRJ     299     1.00      3.00                   SPECIAL TOPICS                          299
 CS     135     3.00                           COMPUTER SCIENCE I
 CS     202     3.00                           COMPUTER SCIENCE II
CSCO    120     4.00                  CCNA INTERNETWORKING FUNDAMENTALS
CSCO    121     5.00                 CCNA ROUTING PROTOCOLS AND CONCEPTS

CSCO     220    5.00               CCNA LAN SWITCHING & WIRELESS FUNDAMENTALS
CSCO     221    5.00                         CCNA WAN FUNDAMENTALS
CUL      100    2.00                             SANITATION/HACCP
CUL      101    1.00                          SANITATION/HACCP (CFPM)
CUL      105    3.00                         BASIC SKILLS DEVELOPMENT
CUL      106    6.00                  UNDERSTANDING CULINARY TECHNIQUES I
CUL      108    6.00                  UNDERSTANDING CULINARY TECHNIQUES II
CUL      114    3.00                              BUFFET CATERING
CUL      125    3.00                            PRINCIPLES OF BAKING
CUL      130    3.00                               GARDE MANGER
CUL      170    3.00                           RETAIL DELI AND BAKERY
CUL      195    1.00      6.00           SELECTED TOPICS IN CULINARY ARTS
CUL      198    0.50      6.00            SPECIAL TOPICS IN CULINARY ARTS
CUL      200    4.00                    AROMATICS/RESTAURANT EXPERIENCE
CUL      210    3.00                        AMERICAN REGIONAL CUISINE
CUL      220    3.00                           INTERNATIONAL CUISINE
CUL      225    3.00                              ADVANCED BAKING
CUL      230    3.00                                PASTRY ARTS
CUL      245    3.00                             THE BUSINESS CHEF
CUL      250    3.00                                  SAUCIER
CUL      295    1.00      6.00          WORK EXPERIENCE IN CULINARY ARTS
 DA     110B    1.00      3.00           ORIENTATION TO DENTAL ASSISTING
 DA     111B    3.00                           DENTAL RADIOGRAPHY I
                        Variable
                         Credit
Prefix Number Credits   Course                      Course Title              Notes:
 DA     112B   3.00                     DENTAL/HEAD AND NECK ANATOMY
 DA     115B   1.00                         DENTAL HEALTH EDUCATION
 DA     116B   1.50                       PRECLINICAL DENTAL SCIENCE
 DA     117B   2.00                   DENTAL MATERIALS & LAB TECHNIQUES I
 DA     119B   4.00                      DENTAL CHAIRSIDE PROCEDURES
 DA     121B   2.00       3.00                DENTAL RADIOGRAPHY II
 DA     122B   2.00                          CLINICAL DENTAL SCIENCE
 DA     123B   1.00       3.00       PRACTICE MANAGEMENT AND PROCEDURES
 DA     125B   4.00                            SUPERVISED CLINICAL I
 DA     127B   2.00                  DENTAL MATERIALS AND LAB TECHNIQUES II
 DA     135B   5.00                            SUPERVISED CLINICAL II
 DA     137B   1.00                      SPECIALIZED DENTAL ASSISTING
 DA     285B   1.00       6.00        SELECTED TOPICS IN DENTAL ASSISTING
DAN      101   3.00                             DANCE APPRECIATION
DAN      132   1.00                           JAZZ DANCE (BEGINNING)
DAN      133   1.00                   JAZZ DANCE (BEGINNING/INTERMEDIATE)
DAN      135   1.00                              BALLET, BEGINNING
DAN      136   1.00                     BALLET, BEGINNING/INTERMEDIATE
DAN      138   1.00                         MODERN DANCE, BEGINNING
DAN      139   1.00                  MODERN DANCE (BEGINNING/INTERMEDIATE)
DAN      144   1.00                           TAP DANCE (BEGINNING)
DAN      145   1.00                          INTERMEDIATE TAP DANCE
DAN      188   2.00                 CHOREOGRAPHY I: IMPROVISATION FOR COMP
DAN     198B   1.00       6.00                    SPECIAL TOPICS
DAN      232   1.00                         INTERMEDIATE JAZZ DANCE
DAN      235   1.00                            BALLET, INTERMEDIATE
DAN      236   1.00                     BALLET (INTERMEDIATE/ADVANCED)
DAN      238   1.00                       MODERN DANCE INTERMEDIATE
DAN      239   1.00                  MODERN DANCE (INTERMEDIATE/ADVANCED)
DAN      244   1.00                         TAP DANCE (INTERMEDIATE)
DAN      281   1.00                            DANCE PERFORMANCE
DAN      287   1.00                         CONCERT DANCE COMPANY
DAN      288   2.00                CHOREOGRAPHY II: ELEMENTS OF DANCE COMP
DAN      295   1.00       3.00             INDEPENDENT STUDY: DANCE
DFT      100   3.00       4.00             BASIC DRAFTING PRINCIPLES
DFT      110   3.00       4.00            PRINT READING FOR INDUSTRY
DFT     120B    3.00               GEOMETRIC DIMENSIONING AND TOLERANCING     Delete
DFT      240    3.00                   INTRODUCTION TO 3D STUDIO MAX
DH       102    4.00                            ORAL BIOLOGY
DH       103    2.00                       HEAD AND NECK ANATOMY
DH       104    3.00                           DENTAL HYGIENE I
DH       105    2.00                     INTRO TO CLINICAL PRACTICE
                        Variable
                         Credit
Prefix Number Credits   Course                     Course Title                   Notes:

DH       107    1.00               LEGAL/ETHICAL IMPLICATIONS IN DENTAL HYGIENE
DH       110    2.00                         CONCEPTS OF ORAL HEALTH
DH       112    3.00                              ORAL RADIOLOGY
DH       113    3.00                       GENERAL AND ORAL PATHOLOGY
DH       115    3.00                             CLINICAL PRACTICE I
DH       117    2.00                               PERIODONTICS I
DH       120    3.00                      FUND OF NUTRITION IN DENTISTRY
DH       202    2.00                               PHARMACOLOGY
DH       203    2.00                              SPECIAL PATIENTS
DH       205    5.00                            CLINICAL PRACTICE II
DH       207    2.00                               PERIODONTICS I
DH       208    2.00                        COMMUNITY DENTAL HEALTH I
DH       209    3.00                         PAIN AND ANXIETY CONTROL
DH       211    2.00                DENTAL MATERIAL/TECHNIQUE FOR HYGIENISTS
DH       214    1.00                               PERIODONTICS II
DH       215    5.00                            CLINICAL PRACTICE III
DH       216    1.00                      PRINCIPLES OF DENTAL PRACTICE
DH       218    2.00                        COMMUNITY DENTAL HEALTH II
DH      299B    1.00      5.00                  INDEPENDENT STUDY
ECE      121    1.00                     PARENT CAREGIVER RELATIONSHIPS
ECE     123     1.00                HEALTH AND NUTRITION FOR YOUNG CHILDREN
ECE     124     1.00      3.00      SENSORIMOTOR DEV INFANTS AND TODDLERS
ECE     125     1.00      3.00     LANGUAGE DEVELOPMENT INFANTS & TODDLERS
ECE     126     1.00      3.00       SOCIAL-EMOTIONAL DEV INFANTS/TODDLERS
ECE     127     1.00      3.00       ROLE OF PLAY FOR INFANTS AND TODDLERS
ECE     128     1.00      3.00       SELF HELP SKILLS FOR INFANTS & TODDLERS
ECE     129     1.00      3.00        ENVIRONMENTS FOR INFANT AND TODDLER
ECE     130     3.00                                  INFANCY
ECE     151     1.00                    MATH IN THE PRESCHOOL CURRICULUM
ECE     152     1.00                  SCIENCE IN THE PRESCHOOL CURRICULUM
ECE     154     1.00                   LITERATURE FOR PRESCHOOL CHILDREN
ECE     155     1.00                       LITERACY AND THE YOUNG CHILD
ECE     156     1.00                   MUSIC IN THE PRESCHOOL CURRICULUM
ECE     157     1.00                     ART IN THE PRESCHOOL CURRICULUM
ECE     158     1.00                 ACTIVITIES FOR PHYS DEV IN YNG CHILDREN
ECE     159     1.00                          AFTER SCHOOL ACTIVITIES
ECE     161     1.00                 SOCIAL STUDIES IN THE PRESCHOOL CURRIC
ECE     167     1.00                          CHILD ABUSE AND NEGLECT
ECE     168     1.00                  INFECT DISEASES & 1ST AID IN CHILDCARE
ECE     169     1.00               BILINGUAL & MULTICULTURAL EXPERIENCE ECE
ECE     190     3.00               PROFESSIONALISM IN EARLY CARE AND EDUCTN
                        Variable
                         Credit
Prefix Number Credits   Course                     Course Title                 Notes:
ECE     198B   0.50       6.00                   SPECIAL TOPICS
ECE      200   3.00                          THE EXCEPTIONAL CHILD
ECE      204   3.00                      PRINCIPLES OF CHILD GUIDANCE
ECE      210   3.00                OBSERVE, DOCUMENT, AND ASSESS YNG CHDRN
ECE     231     1.00      5.00      PRESCHOOL PRACTICUM: CHILD DEVLPMNT LAB
ECE     232     3.00      4.00       PRACTICUM CHILDREN AND THEIR FAMILIES II

ECE     235     3.00               ADAPTING CURR YOUNG CHILDREN W/SPEC NEED
ECE     236     2.00      5.00         PRACTICUM WITH INFANTS & TODDLERS
ECE     240     3.00                    ADMINISTRATION OF THE PRESCHOOL
ECE     244     3.00               PRACTICUM IN ADMINISTRATION IN ECE PRGRMS
ECE     245     2.00                          PRACTICUM SEMINAR
ECE     247     2.00                 EFFECTIVE MNGMNT AND SUPERVISION IN ECE
ECE     250     3.00               INTRODUCTION TO EARLY CHILDHOOD EDUCATION
ECE      251    3.00                CURRICULUM IN EARLY CHILDHOOD EDUCATION
ECE      252    3.00                       INFANT-TODDLER CURRICULUM
ECE     290B    1.00      8.00      INTERNSHIP IN EARLY CHILDHOOD EDUCATION
ECON     102    3.00                      PRINCIPLES OF MICROECONOMICS
ECON     103    3.00                     PRINCIPLES OF MACROECONOMICS
ECON     104    3.00                        CURRENT ECONOMIC ISSUES
ECON    198B    1.00      3.00             SPECIAL TOPICS IN ECONOMICS
ECON     261    3.00                         PRINCIPLES OF STATISTICS I
ECON     262    3.00                        PRINCIPLES OF STATISTICS II
ECON    290B    1.00      8.00               INTERNSHIP IN ECONOMICS
EDU      110    3.00                          SOCIETY AND EDUCATION
EDU      201    3.00                     INTRO TO ELEMENTARY EDUCATION
EDU      202    3.00                 INTRODUCTION TO SECONDARY EDUCATION
EDU      203    3.00                   INTRODUCTION TO SPECIAL EDUCATION
EDU      204    3.00                  INFORMATION TECHNOLOGY IN TEACHING
EDU      207    3.00                  EXPLORATION OF CHILDREN'S LITERATURE
EDU     208     3.00                STUDENTS W/ DIVERSE ABILITIES AND BCKGND
EDU     209     1.00                EXPLORING TEACHING & LEARNING: PRACTICUM
EDU     211     3.00                INTRO TEACHING IN AN INCLUSIVE CLASSROOM
EDU      212    3.00                FAMILY INVOLVEMENT STU WITH/WITHOUT DSBL
EDU      214    3.00                 PREPARING TEACHERS TO USE TECHNOLOGY
ELM     127B    2.50      3.00            INTRODUCTION TO AC CONTROLS
ELM     129B    3.00                         ELECTRIC MOTORS & DRIVES
ELM     134B    2.00      4.00         PROGRAMMABLE LOGIC CONTROLLERS I
ELM     136B    2.00      4.00         PROGRAMMABLE LOGIC CONTROLLERS II        Delete
ELM      233    3.00                    INTRODUCTION TO INSTRUMENTATION
EMS     101B    1.00                             CPR AND FIRST AID
                        Variable
                         Credit
Prefix Number Credits   Course                    Course Title                      Notes:
EMS     108B   6.00                    EMERGENCY MEDICAL TECHNICIAN-BASIC
EMS     109B   2.00                   EMERGENCY MEDICAL SERVICES REFRESHER
EMS     110B    3.00                EMERGENCY MEDICAL TECH INSTRUCT TRAINING

EMS     112B    7.00               EMERGENCY MEDICAL TECHNICIAN-INTERMEDIATE/85
EMS     113B    4.00                           EMS FIRST RESPONDER
EMS     114B    1.00                       FIRST RESPONDER REFRESHER
EMS     173B    3.00                       PARAMEDIC FIELD INTERNSHIP
EMS     198B    0.50      6.00                 SPECIAL TOPICS IN EMS
EMS     200B    1.50                   FUNDAMENTALS OF PARAMEDIC MEDICINE
EMS     205B    3.00                     PRINCIPLES OF PATHOPHYSIOLOGY

EMS     206B    5.00                PRIN PHARM/MED ADM & VEN ACC FOR PARAMED
EMS     207B    1.50                AIRWAY MGMT & VENTILATION FOR PARAMEDICS
EMS     209B    2.50                   PATIENT ASSESSMENT FOR PARAMEDICS
EMS     210B    4.00                PRINCIPLES OF CARDIOLOGY FOR THE PARAMED

EMS     211B    7.00                PARAMEDIC CARE FOR MEDICAL EMERGNCY/ACLS
EMS     212B    5.50                  PARAMEDIC TRAUMA EMERGENCIES AND ITLS
EMS     214B    3.00                  PEDIATRICS/SPECIAL CONSID FOR PARA/PALS

EMS     215B   3.00                 ASSESS BASED MGMT-OPER FOR THE PARAMEDIC
EMS     216B   5.50                   HOSPITAL CLINICAL EXPERIENCE/PARAMEDIC
EMS     217B   12.00                    FIELD INTERNSHIP FOR THE PARAMEDIC
EMS     218B   3.00                    FIELD INTERNSHIP FOR THE PARAMEDIC II
ENG       81   3.00                         ESL LISTENING AND SPEAKING
ENG      081    4.00                            ESL READING/WRITING

ENG       83    3.00                PRONOUNCE AND SPELL FOR NON-NATIVE SPKRS
ENG       88    3.00                              ESL GRAMMAR
ENG      091    3.00                        INTRODUCTION TO WRITING                 Delete
ENG       97    3.00                    BASIC TECHNICAL COMMUNICATIONS
ENG      101    3.00                              COMPOSITION I
ENG      102    3.00                              COMPOSITION II
ENG      107    3.00                      TECHNICAL COMMUNICATIONS I
ENG      108    3.00                      TECHNICAL COMMUNICATIONS II
ENG     112A    3.00                           ESL LISTENING SKILLS               Title change
ENG     112C    3.00                            ESL READING SKILLS                Title change
ENG     112D    3.00                             ESL COMPOSITION                  Title change
ENG      113    3.00                 COMPOSITION I FOR NON-NATIVE ENG SPEAKER
ENG      114    3.00                  COMPOSITION II FOR NON-NATIVE ENG SPEAK
ENG      181    3.00                          VOCABULARY & MEANING
ENG     198B    0.50      6.00              SPECIAL TOPICS IN ENGLISH
                        Variable
                         Credit
Prefix Number Credits   Course                         Course Title              Notes:
ENG     199B   3.00                                LITERARY JOURNAL
ENG      205   3.00                  INTRO CREATIVE WRITING: FICTION & POETRY
ENG      220   3.00                                 WRITING POETRY
ENG      221   3.00                                 WRITING FICTION
ENG      222   3.00                       ADVANCED FICTION: NOVEL WRITING
ENG      223   3.00                              THEMES OF LITERATURE
ENG     224B   3.00                       INTRODUCTION TO SCREENWRITING
ENG     225B   3.00                           ADVANCED SCREENWRITING
ENG      230   3.00                         WRITING CREATIVE NON-FICTION
ENG      231   3.00                               WORLD LITERATURE I
ENG      232   3.00                               WORLD LITERATURE II
ENG      235   3.00                        SURVEY OF ENGLISH LITERATURE I
ENG      236   3.00                        SURVEY OF ENGLISH LITERATURE II
ENG      241   3.00                       SURVEY OF AMERICAN LITERATURE I
ENG      243   3.00                      INTRODUCTION TO THE SHORT STORY
ENG      245   3.00                          INTRODUCTION TO THE NOVEL
ENG      250   3.00                              CHILDREN'S LITERATURE
ENG      252   3.00                             INTRODUCTION TO DRAMA
ENG      264   3.00                         PSYCHOLOGY AND LITERATURE
ENG      267   3.00                              WOMEN AND LITERATURE
ENG      275   3.00                           CONTEMPORARY LITERATURE
ENG      281   3.00                          INTRODUCTION TO LANGUAGE
ENG      282   3.00                  INTRO LANGUAGE & LITERATURE EXPRESSION
ENG      288   3.00                           MULTICULTURAL LITERATURE
                                       INTRODUCTION TO WOMEN'S HISTORY AND
 ENG    294     3.00                      LITERATURE IN THE UNITED STATES
ENG     297     3.00                            READING & INTERPRETING
 ENG    298     3.00                          WRITING ABOUT LITERATURE
ENG     299     1.00      3.00                 SPECIAL TOPICS IN ENGLISH
ENGR    242     1.00                     CASE HISTORIES IN CIVIL ENGINEERING
                                   FLUID MECHANICS, HYDRAULICS & HYDROLOGY FOR
ENGR    243     3.00                        ENGINEERING PRACTITIONER
ENGR    244     2.00                 INTRODUCTION TO ENGINEERING ECONOMICS
ENGR    245     4.00                MATERIALS BEHAVIOR & STATISTICAL ANALYSIS
ENRG    110     3.00      4.00                   BASIC ELECTRICITY
ENRG    120     3.00                   FUNDAMENTALS OF ENERGY EFFICIENCY
ENRG    130     3.00                      INTRODUCTION TO SOLAR ENERGY
ENRG    132     3.00                    SOLAR PHOTOVOLTAIC CERTIFICATION
ENRG    142     3.00                       SOLAR THERMAL TECHNOLOGIES            NEW
ENRG    150     3.00                       INTRODUCTION TO WIND ENERGY
ENRG    171     1.00                 WELL DESIGN, CONSTRUCTION, AND GEOLOGY      NEW
ENRG    172     4.00                     FLUIDS, PIPING, VALVES, AND PUMPS       NEW
                        Variable
                         Credit
Prefix Number Credits   Course                      Course Title                   Notes:

ENRG    173     3.00               GEOTHERMAL PLANTS, TURBINES AND GENERATORS      NEW
                                   ENVIRONMENTAL REGULATIONS FOR GEOTHERMAL
ENRG    174     1.00                                  PLANT                        NEW
                                     FUNDAMENTALS OF PROCESS CONTROLS AND
ENRG    271     3.00                            INSTRUMENTATION                    NEW
 ENT    200     3.00                   FUNDAMENTALS OF ENTREPRENEURSHIP

ENT     201     3.00               ENTREPRENEURSHIP: SCIENCE AND ENGINEERING

ENT     210     3.00               THE ART, SCIENCE AND DISCIPLINE OF CREATIVITY
ENT     230     3.00                 FINANCING YOUR SMALL BUSINESS VENTURE
ENT     240     3.00                      MARKETING FOR SMALL BUSINESS
ENT     260     3.00                          INTELLECTUAL PROPERTY
ENV     100     3.00                       HUMANS AND THE ENVIRONMENT
ENV     115     3.00                           WILDERNESS SURVIVAL
ENV     203     3.00                 SAMPLING, ANALYSIS, TREATMENT, DISPOSAL
ENV     290     1.00      8.00         INTERNSHIP IN ENVIRONMENTAL STUDIES
ENV     299     0.50      3.00        SPECIAL TOPICS IN ENVIRONMENTAL STUDY
EPY      101    3.00                 EDUC, CAREER AND PERSONAL DEVELOPMENT
ET      100B    2.00      4.00                SURVEY OF ELECTRONICS
ET      104B    0.50      6.00        FABRICATION AND SOLDERING TECHNIQUES
ET      131B    4.00                           DC FOR ELECTRONICS
ET      132B    4.00                           AC FOR ELECTRONICS
 ET     198B    0.50      6.00      SPECIAL TOPICS IN ELECTRONICS TECHNOLOGY
 ET     204B    2.00                   SURFACE MOUNT ASSEMBLY AND REPAIR
FREN     111    4.00                             FIRST YEAR FRENCH I
FREN     112    4.00                            FIRST YEAR FRENCH II
FREN    198B    1.00      6.00                SPECIAL TOPICS IN FRENCH
FREN     211    3.00                           SECOND YEAR FRENCH I
FREN     212    3.00                           SECOND YEAR FRENCH II
 FS     107B    3.00                    FIRE SERVICE COMMUNICATION SKILLS
 FS     114B    1.00                         INCIDENT COMMAND SYSTEM
 FS     150B    3.00                 PHYSICAL FITNESS & NUTRITION FOR THE FS
 FS     198B    0.50      6.00             SPECIAL TOPICS IN FIRE SCIENCE
 FS     230B    3.00                    FIRE STREAMS & FIREFIGHTING FOAMS
 FS     241B    3.00                 FIRE COMPANY ORGANIZATION MANAGEMENT
 FS     285B    0.50      6.00            SELECTED TOPICS IN FIRE SCIENCE
 FT     101B    3.00                     INTRODUCTION TO FIRE PROTECTION
 FT     102B    3.00                          ENTRY LEVEL FIREFIGHTER
 FT     103B    3.00                              BASIC FIREFIGHTER
 FT     104B    3.00                            NEVADA FIREFIGHTER I
                        Variable
                         Credit
Prefix Number Credits   Course                         Course Title               Notes:
 FT     106B   12.00                            FIREFIGHTER I ACADEMY
 FT      109    5.00                         INTERNSHIP IN FIRE SCIENCE        credit change
 FT     110B    3.00                        BASIC WILDLAND FIREFIGHTING
 FT     111B    1.00                            PORTABLE PUMPS, S-211
 FT     112B    1.00                              POWER SAWS, S-212
 FT     113B    1.00                              BASIC AIR OPS, S-270
 FT     115B    1.00                                CREW BOSS, S-230
 FT     116B    1.00                               ENGINE BOSS, S-230
 FT     117B    1.00                               DOZER BOSS, S-232
 FT     118B    1.00                            FIRING METHODS, S-234
 FT     120B    3.00                        PREVENTION, INVESTIGATION I
 FT     121B    3.00                               FIRE PREVENTION I
 FT     122B    3.00                             CODES/ORDINANCES I
 FT     125B    3.00                          BUILDING CONSTRUCTION I
 FT     131B    3.00                            HAZARDOUS MATERIALS
 FT     146B    3.00                   WILDLAND FIRE TACTICS AN STRATEGY I
 FT     150B    3.00                         APPARATUS AND EQUIPMENT
 FT     151B    3.00                          FIRE SERVICE HYDRAULICS I
 FT     160B    3.00                              RESCUE AWARENESS
 FT     204B    6.00                        FIREFIGHTER I CERTIFICATION
 FT     206B   10.00                           FIREFIGHTER II ACADEMY
 FT     208B    1.00                     FIREFIGHTER SAFETY AND SURVIVAL
 FT     212B    3.00                               FIRE AND ECOLOGY
 FT     243B    3.00                   FIRE FIGHTING TACTICS AND STRATEGY
 FT     260B   10.00                  FIREFIGHTER RESCUE/HAZ MAT ACADEMY          Delete
 FT     291B    3.00                             FIRE ADMINISTRATION
GEOG     103    5.00                             PHYSICAL GEOGRAPHY
GEOG     106    3.00                 INTRODUCTION TO CULTURAL GEOGRAPHY
GEOG     121    4.00                    CLIMATE CHANGE: THE SCIENCE BASIS
GEOG    198B    0.50      6.00             SPECIAL TOPICS IN GEOGRAPHY
GEOG     200    3.00                        WORLD REGIONAL GEOGRAPHY
GEOG     205    3.00                APPLICATIONS OF GEOGRAPHIC INFO SYSTEMS
GEOG    210R    3.00                    INTRODUCTION TO GEOTECHNOLOGY
GEOG    290B    1.00      8.00              INTERNSHIP IN GEOGRAPHY

GEOL    100     3.00               EARTHQUAKES, VOLCANOES/NATURAL DISASTERS
GEOL    101     4.00                   GEOLOGY: EXPLORING PLANET EARTH
GEOL    102     4.00                     EARTH AND LIFE THROUGH TIME

GEOL    105     3.00               INTRODUCTION TO GEOLOGY OF NATIONAL PARKS
GEOL    206     3.00                 GEOL OF GEOTHERMAL ENERGY RESOURCES
GEOL    260     2.00                     INTRODUCTION TO FIELD METHODS
GEOL    290     1.00      3.00               INTERNSHIP IN GEOLOGY
                        Variable
                         Credit
Prefix Number Credits   Course                       Course Title                Notes:
GER      111   4.00                             FIRST YEAR GERMAN I
GER      112   4.00                            FIRST YEAR GERMAN II
GER      198   0.50       6.00               SPECIAL TOPICS IN GERMAN
GER      211   3.00                           SECOND YEAR GERMAN I
GER      212   3.00                           SECOND YEAR GERMAN II
 GIS    102B   3.00                            FUNDAMENTALS OF GIS
GRC      107   3.00       4.00                DESIGN FUNDAMENTALS
GRC      109   3.00       4.00                   COLOR AND DESIGN
GRC     110B   3.00       4.00              RENDERING & ILLUSTRATION
GRC     111B   3.00                     HISTORY OF VISUAL COMMUNICATIONS
GRC      118   3.00       4.00           COMPUTER GRAPHICS/PRINT MEDIA
GRC      119   3.00       4.00          COMPUTER GRAPHICS/DIGITAL MEDIA

GRC      120    0.50      1.00     SOFTWARE APPLICATIONS-BEGINNING PHOTOSHOP
GRC     122B    3.00                              LETTERFORMS

GRC     123     0.50      1.00     SOFTWARE APPLICATIONS-ADVANCED PHOTOSHOP

GRC     124     0.50      1.00     SOFTWARE APPLICATIONS-BEGINNING ILLUSTRATOR
GRC     125     0.50      1.00                 GRAPHIC SOFTWARE:

GRC     126     0.50      1.00     SOFTWARE APPLICATIONS-ADVANCED ILLUSTRATOR
GRC     127     0.50      1.00      SOFTWARE APPLICATIONS-BEGINNING INDESIGN
GRC     128     0.50      1.00      SOFTWARE APPLICATIONS-ADVANCED INDESIGN
                                        SOFTWARE APPLICATIONS-BEGINNING
GRC     129     0.50      1.00                    DREAMWEAVER
GRC     130     0.50      1.00        SOFTWARE APPLICATIONS-BEGINNING FLASH

GRC      131    0.50      1.00     SOFTWARE APPLICATIONS-PREMIERE/SOUNDBOOTH
GRC     132B    3.00                       BASIC PRINCIPLES OF ANIMATION
GRC     135B    3.00                              STORYBOARDING
GRC     144B    3.00                    ELECTRONIC LAYOUT AND TYPOGRAPHY
GRC      153    4.00                      COMMERICAL PRINTING PROCESSES
GRC      156    3.00                           COMPUTER ILLUSTRATION
GRC      175    1.00      3.00              WEB DESIGN AND PUBLISHING I
GRC     181B    3.00                               DIGITAL VIDEO I
GRC      183    3.00                            ELECTRONIC IMAGING I
GRC     184B    3.00                               3D MODELING I
GRC      188    3.00                     WEB ANIMATION AND INTERACTIVITY I
GRC      198    0.50      6.00       SPECIAL TOPICS IN GRAPHIC COMMUNICATIONS
GRC      200    2.00                          ELECTRONIC PRODUCTION
GRC     244B    3.00                   ELECTRONIC LAYOUT AND TYPOGRAPHY II
GRC     256B    3.00                          COMPUTER ILLUSTRATION II
                        Variable
                         Credit
Prefix Number Credits   Course                     Course Title                     Notes:
GRC     275B   3.00                       WEB DESIGN AND PUBLISHING II
GRC     281B   3.00                              DIGITAL VIDEO II
GRC     283B   3.00                          ELECTRONIC IMAGING II
GRC      284   3.00                       3D MODELING AND ANIMATION               Title Change
GRC     287B   3.00                              3D ANIMATION II
GRC      288   3.00                    WEB ANIMATION AND INTERACTIVITY II
GRC      290   1.00       8.00       INTERNSHIP IN GRAPHIC COMMUNICATIONS
GRC      294   1.00       3.00              PORTFOLIO WORKSHOP

GRC     298     0.50      6.00     SPECIAL PROBLEMS IN GRAPHIC COMMUNICATION
GRC     299     1.00      2.00                      INDEPENDENT STUDY
HDFS    201     3.00                         LIFESPAN HUMAN DEVELOPMENT
HDFS    202     3.00                            INTRODUCTION TO FAMILIES
HDFS    232     3.00                           DIVERSITY IN YOUNG CHILDREN
HEB     113     4.00                                      HEBREW I
HEB     114     4.00                                      HEBREW II
HEB     198     0.50      6.00                  SPECIAL TOPICS IN HEBREW
HEB     221     3.00                              INTERMEDIATE HEBREW I
HEB     222     3.00                              INTERMEDIATE HEBREW II
HIST    101     3.00                                US HISTORY I (TO 1865)
HIST    102     3.00                      UNITED STATES HISTORY II (SINCE 1865)
HIST    105     3.00                              EUROPEAN CIVILIZATION I
HIST    106     3.00                              EUROPEAN CIVILIZATION II
HIST    208     3.00                                  WORLD HISTORY I
HIST    209     3.00                                  WORLD HISTORY II
HIST    217     3.00                                  NEVADA HISTORY
HIST    225     3.00                       INTRODUCTION TO THE VIETNAM WAR
HIST    227     3.00                   INTRO LATIN AMER HISTORY AND CULTURE I
HIST    228     3.00                  INTRO LATIN AMER HISTORY AND CULTURE II
HIST    247     3.00                  INTRODUCTION TO THE HISTORY OF MEXICO
HIST    248     3.00                 INTRODUCTION TO THE AMERICAN CIVIL WAR
HIST    288     3.00                    HITLER AND STALIN: STUDIES IN TYRANNY
HIST    289     3.00                 INTRO TO THE HISTORY OF THE MIDDLE EAST
HIST    291     3.00                   INTRO TO WOMEN'S HIST AND LIT IN THE US
HIST    294     3.00                     INTRO TO AFRICAN AMERICAN HISTORY II
HIST    295     1.00      3.00                  SPECIAL TOPICS IN HISTORY
HUM     101     3.00                          INTRODUCTION TO HUMANITIES I
HUM     102     3.00                         INTRODUCTION TO HUMANITIES II
HUM     105     3.00                                ART IN FILM                   Title Change
HUM     106     3.00                  INTRO TO THE AMERICAN MOTION PICTURE
HUM     198     0.50      6.00             SPECIAL TOPICS IN HUMANITIES
HUM     201     3.00                    HISTORY OF THE BUILT ENVIRONMENT
HUM     211     3.00                       SURVEY OF CHINESE CULTURE
                        Variable
                         Credit
Prefix Number Credits   Course                      Course Title                  Notes:
HUM      214   3.00                       SURVEY OF MIDDLE EAST CULTURE
HUM     225     3.00                 CULTURAL PERSPECTIVE: SPAIN...NEW MEXICO
HUM     260     3.00                 AMERICAN INDIAN LITERATURE AND CULTURE
HUM     271     3.00                           FILM AND LITERATURE
HUM     272     3.00                       SHAKESPEARE THROUGH FILM
HUM     295     1.00      9.00                 ISSUES IN HUMANITIES
IBUS    280     3.00                    INTERNATIONAL BUSINESS CULTURES

IBUS    281     3.00               INTERNATIONAL BUSINESS PRACTICES FIELD STUDY
                                    FIELD STUDY INTERNATIONAL BUSINESS EMPHASIS
IBUS     282    1.00                                    EXPLORATION
  IS     101    3.00                    INTRODUCTION TO INFORMATION SYSTEMS
  IS     201    3.00                            COMPUTER APPLICATIONS
 ITAL    113    4.00                               ELEMENTARY ITALIAN I
 ITAL    114    4.00                               ELEMENTARY ITALIAN II
 ITAL    213    3.00                              INTERMEDIATE ITALIAN I
 ITAL    214    3.00                             INTERMEDIATE ITALIAN II
JOUR     101    3.00                        CRITICAL ANALYSIS OF MASS MEDIA
JOUR     102    3.00                         NEWS REPORTING AND WRITING           Delete
JOUR     105    3.00                          PUBLICATIONS PRODUCTION I
JOUR     106    3.00                          PUBLICATIONS PRODUCTION II
JOUR     107    3.00                  MULTIMEDIA NEWS REPORTING AND WRITING I
JOUR     108    2.00                                MEDIA PRODUCTION I
JOUR     203    3.00                             WRITING ACROSS MEDIA             Delete
JOUR     204    3.00                      INTRODUCTION TO MEDIA PRODUCTION        Delete
JOUR     207                          MULTIMEDIA NEWS REPORTING AND WRITING II
JOUR     208    1.00                               MEDIA PRODUCTION II
JOUR     221    3.00                         NEWS GATHERING AND WRITING
 JPN     101    3.00                                  CONV JAPANESE I
 JPN     102    3.00                                 CONV JAPANESE II
 JPN     198    0.50      6.00                SPECIAL TOPICS IN JAPANESE
LAW      101    3.00                             FUNDAMENTALS OF LAW I
LAW     198B    0.50      6.00              SPECIAL TOPICS LEGAL ASSISTANT
LAW      203    3.00                                  REAL PROPERTY
LAW      204    3.00                                       TORTS
LAW      205    3.00                                     CONTRACTS
LAW     206B    3.00                                   CASE ANALYSIS
LAW      231    3.00                                 PROCEDURE - CIVIL
LAW      232    3.00                              PROCEDURE - CRIMINAL
LAW      233    3.00                              BUSINESS STRUCTURES
LAW      251    3.00                                    BANKRUPTCY
LAW      252    3.00                                     FAMILY LAW
LAW      255    3.00                      PROBATE, TRUST & GUARDIANSHIP LAW
                        Variable
                         Credit
Prefix Number Credits   Course                    Course Title                  Notes:
LAW      259   3.00                             LEGAL WRITING
LAW      261   3.00                            LEGAL RESEARCH I
LAW      263   1.00       3.00                      ETHICS
LAW      264   3.00                             CIVIL EVIDENCE
LAW      295   3.00                       SUPERVISED FIELD EXPERIENCE

LGM     206     1.00               LOGISTICS PLANNING AND CONTROL LABORATORY
LGM     207     3.00                            SERVICE LOGISTICS
LGM     208     3.00                LOGISTICS AND QUALITY MANAGEMENT TOOLS I
LGM      209    3.00               LOGISTICS AND QUALITY MANAGEMENT TOOLS II
LGM      280    3.00                       CURRENT TOPICS IN LOGISTICS
LGM      285    3.00                                 CPIM PREP
MATH      90    0.50      3.00          CONTINUING STUDIES IN MATHEMATICS
MATH      91    3.00                            BASIC MATHEMATICS
MATH     092    1.00                             ALGEBRA REVIEW
MATH      93    3.00                               PRE ALGEBRA
MATH      95    3.00                           ELEMENTARY ALGEBRA
MATH      96    3.00                          INTERMEDIATE ALGEBRA
MATH    096L    1.00                  INTERMEDIATE ALGEBRA SUCCESS SKILLS
MATH      97    5.00                 ELEMENTARY AND INTERMEDIATE ALGEBRA
MATH    100B    3.00                    MATH FOR ALLIED HEALTH PROGRAMS
MATH    105B    3.00                     MATH FOR RADIOLOGIC TECHNICIANS
MATH    106B    3.00                                GEOMETRY
MATH    107B    3.00                            REAL ESTATE MATH
MATH    108B    3.00                MATH FOR TECHNICIANS: SPECIFIC DISCIPLINE
MATH     120    3.00                 FUNDAMENTALS OF COLLEGE MATHEMATICS
MATH     122    3.00                    ELEMENTARY SCHOOL MATHEMATICS I
MATH     123    3.00                    ELEMENTARY SCHOOL MATHEMATICS II
MATH     126    3.00                              PRE-CALCULUS I
MATH     127    3.00                              PRE-CALCULUS II
MATH     128    5.00                     PRE-CALCULUS AND TRIGONOMETRY
MATH     176    3.00                          ELEMENTS OF CALCULUS
MATH     181    4.00                                CALCULUS I
MATH     182    4.00                                CALCULUS II
MATH    190B    3.00                   MATH FOR ELECTRONICS APPLICATIONS
MATH     283    4.00                                CALCULUS III
MATH     285    3.00                         DIFFERENTIAL EQUATIONS
ME       241    3.00                                  STATICS
MGT      103    3.00                       SMALL BUSINESS MANAGEMENT
MGT      171    3.00                               SUPERVISION
MGT     198B    0.50      6.00             SPECIAL TOPICS MANAGEMENT            Delete
MGT      201    3.00                        PRINCIPLES OF MANAGEMENT
MGT      212    3.00                     LEADERSHIP AND HUMAN RELATIONS
                        Variable
                         Credit
Prefix Number Credits   Course                    Course Title                Notes:
MGT      235   3.00                        ORGANIZATIONAL BEHAVIOR
MGT      283   3.00                       PERSONNEL ADMINISTRATION
MGT     290B   1.00       8.00            INTERNSHIP IN MANAGEMENT
MHDD     101   1.00                         ROLE OF THE TECHNICIAN
MHDD     102   1.00                          MEDICAL COMPONENT
MHDD     105    2.00                CONFLICT PREVENTION & RESPONSE TRAINING
MHDD     106    1.00                     TEACHING AND ACTIVE TREATMENT
MHDD     107    2.00                        MEDICATION FUNDAMENTALS
MHDD     109    2.00                  INTRO TO THERAPEUTIC INTERVENTIONS
MHDD     126    2.00               UNDERSTANDING DEVELOPMENTAL DISABILITIES
MHDD     150    1.00                       ISSUES IN SUBSTANCE ABUSE
MHDD     153    1.00                          LIFE SPAN DEVELOPMENT
MHDD     154    2.00                     ADV THERAPEUTIC INTERVENTIONS
MHDD     160    2.00                     UNDERSTANDING MENTAL ILLNESS
MHDD     295    3.00                             PRACTICUM IN MH/DD
MKT      129    3.00                            PRINCIPLES OF SALES           Delete
MKT      131    3.00                                 ADVERTISING
MKT      210    3.00                           MARKETING PRINCIPLES
MKT      229    3.00                              PUBLIC RELATIONS            Delete
MKT     290B    1.00      8.00               INTERNSHIP IN MARKETING
 MPT     290    1.00                           FABRICATION CAPSTONE
 MT      109    3.00                SMALL ENGINE OPERATION AND MAINTENANCE
 MT     111B    2.00                            PNEUMATIC SYSTEMS
 MT     150B    3.00      4.00                    MATERIAL SCIENCE
 MT     160B    3.00      6.00                    HYDRAULIC POWER
 MT      290    1.00      8.00       INTERNSHIP IN MECHANICAL TECHNOLOGY
MTT      101    3.00                     INTRODUCTION TO MACHINE SHOP
MTT      105    3.00                               MACHINE SHOP I
MTT      110    3.00                               MACHINE SHOP II
MTT      140    3.00                          INSPECTION TECHNIQUES
MTT      198    1.00      6.00          SPECIAL TOPICS IN MANUFACTURING
MTT      230    4.00                     COMPUTER NUMERICAL CONTROL I
MTT      232    4.00                     COMPUTER NUMERICAL CONTROL II
MTT      250    3.00                               MACHINE SHOP III
MTT      260    3.00                               MACHINE SHOP IV
MTT      292    4.00                    COMPUTER-AIDED MANUFACTURING I
MTT      293    4.00                    COMPUTER-AIDED MANUFACTURING II
MUS      101    3.00                            MUSIC FUNDAMENTALS
MUS      105    2.00                             VOCAL TECHNIQUES
MUS      107    2.00                                GUITAR CLASS I
MUS      108    2.00                               GUITAR CLASS II
MUS      111    2.00      3.00                      PIANO CLASS I
MUS      112    2.00      3.00                      PIANO CLASS II
                        Variable
                         Credit
Prefix Number Credits   Course                       Course Title             Notes:
MUS      113   2.00                   FUNDAMENTALS OF MUSIC COMPOSITION I
MUS      121   3.00                             MUSIC APPRECIATION
MUS      122   3.00                                SURVEY OF JAZZ
MUS      125   3.00                           HISTORY OF ROCK MUSIC
MUS      131   3.00                    INTRODUCTION TO MUSIC LITERATURE
MUS      166   2.00                 INTRO TO MIDI SEQUENCES & SYNTHESIZERS
MUS     198B   0.50       6.00                SPECIAL TOPICS IN MUSIC
MUS      203   3.00                                MUSIC THEORY I
MUS      204   3.00                                MUSIC THEORY II
MUS     207E   3.00                               MUSIC THEORY III
MUS     208E   3.00                                MUSIC THEORY IV
MUS      211   1.00                       SIGHT-SINGING AND DICTATION I
MUS      212   1.00                       SIGHT-SINGING AND DICTATION II
MUS      213   2.00                  FUNDAMENTALS OF MUSIC COMPOSITION II
MUS      225   3.00                     INTRODUCTION TO MUSIC HISTORY I
MUS      226   3.00                     INTRODUCTION TO MUSIC HISTORY II
MUS      235   1.00                          FINALE: AN INTRODUCTION
MUS     290B   1.00       8.00                  INTERNSHIP IN MUSIC
MUSA     101   1.00       2.00                 BASS-LOWER DIVISION
MUSA     103   1.00       2.00               BASSOON-LOWER DIVISION
MUSA     105   1.00       2.00                 CELLO-LOWER DIVISION
MUSA     107   1.00       2.00               CLARINET-LOWER DIVISION
MUSA     109   1.00       2.00              DRUM SET-LOWER DIVISION
MUSA     113   1.00       2.00                 FLUTE-LOWER DIVISION
MUSA     115   1.00       2.00                GUITAR-LOWER DIVISION
MUSA     121   1.00       2.00                 HORN-LOWER DIVISION
MUSA     123   1.00       2.00                 OBOE-LOWER DIVISION
MUSA     127   1.00       2.00             PERCUSSION-LOWER DIVISION
MUSA     129   1.00       2.00                 PIANO-LOWER DIVISION
MUSA     131   1.00       2.00             SAXOPHONE-LOWER DIVISION
MUSA     135   1.00       2.00              TROMBONE-LOWER DIVISION
MUSA     137   1.00       2.00               TRUMPET-LOWER DIVISION
MUSA     139   1.00       2.00                 TUBA-LOWER DIVISION
MUSA     141   1.00       2.00                 VIOLA-LOWER DIVISION
MUSA     143   1.00       2.00                 VIOLIN-LOWER DIVISION
MUSA     145   1.00       2.00                 VOICE-LOWER DIVISION
MUSA     147   1.00       2.00       VOICE FOR MUS THTR MAJ-LOWER DIVISION
MUSE     111   1.00                                CONCERT BAND
MUSE     123   1.00                                  ORCHESTRA
MUSE     131   1.00                                JAZZ ENSEMBLE
MUSE     135   1.00                            JAZZ VOCAL ENSEMBLE
MUSE     153   1.00                               GUITAR ENSEMBLE
NRES     100   3.00                PRIN OF NATURAL RESOURCES & ENV SCIENCES
                        Variable
                         Credit
Prefix Number Credits   Course                        Course Title               Notes:
NRES     210   3.00                           ENVIRONMENTAL POLLUTION
NRES     211   3.00                  CONSERVATION, HUMANS AND BIODIVERSITY
NURS    102B   2.00                            PROFESSIONAL BEHAVIORS
NURS    130B   3.00       6.00                    NURSING ASSISTANT
NURS    138B   8.00                                 NURSING CARE I
NURS     140   3.00                             MEDICAL TERMINOLOGY
NURS     152   1.00                FOUNDATIONS OF PHARMACOLOGY IN NURSING I    New Course
NURS     153   1.00                FOUNDATIONS OF PHARMACOLOGY IN NURSING II   New Course
NURS    170B   9.00                                 NURSING CARE 2
NURS    202B   8.00                                 NURSING CARE 3
NURS     209   3.00                       PRINCIPLES OF PATHOPHYSIOLOGY
NURS     212   3.00                     CULTURAL ASPECTS OF NURSING CARE
NURS    240B   2.00                             RN REFRESHER-THEORY
NURS    242B   3.00                             RN REFRESHER-CLINICAL
NURS    274B   8.00                                 NURSING CARE 4
NURS     285   0.50       6.00              SELECTED TOPICS IN NURSING
NUTR    100B   0.50                   INTRO TO DIETETIC TECHNICIAN PROGRAM
NUTR     121   3.00                                HUMAN NUTRITION
NUTR     220   3.00                     FOOD SERVICE SYSTEMS MANAGEMENT
NUTR     221   3.00                          QUANTITY FOOD PURCHASING
NUTR     223   3.00                            PRINCIPLES OF NUTRITION
NUTR     233   3.00                     COMMUNITY AND LIFECYCLE NUTRITION
NUTR     243   3.00                  MEDICAL NUTR THERAPY DIET TECHNICIANS I
NUTR     244   3.00                  MEDICAL NUTR THERAPY FOR DIET TECHS II
NUTR     253   3.00                CULTURAL CONSIDERATIONS/NUTR/HEALTH CARE
NUTR    291B   3.00                     NUTRITION INTERNSHIP: FOOD SERVICE
NUTR    292B   3.00                      NUTRITION INTERNSHIP: COMMUNITY
NUTR    293B   3.00                        NUTRITION INTERNSHIP: CLINICAL
NUTR    298B   1.00       3.00               SPECIAL TOPICS IN NUTRITION
OSH      101   3.00                         INTRO TO SAFETY AND HEALTH
PEX      117   1.00                                      GOLF
PEX      117   1.00                               INTERMEDIATE GOLF
PEX      129   1.00                                   VOLLEYBALL
PEX      129   1.00                     VOLLEYBALL, INTERMEDIATE/ADVANCED
PEX      143   1.00                                     KARATE
PEX      143   1.00                       KARATE, INTERMEDIATE/ADVANCED
PEX      155   1.00                                    FENCING
PEX      155   1.00                      FENCING, INTERMEDIATE/ADVANCED
PEX      169   1.00                                      YOGA
PEX      169   1.00       2.00             YOGA, INTERMEDIATE/ADVANCED
PEX      170   1.00                                    AEROBICS
PEX      172   1.00                     BODY CONTOURING AND CONDITIONING
PEX      174   2.00       3.00           FITNESS PRINCIPLES AND PRACTICES
                        Variable
                         Credit
Prefix Number Credits   Course                             Course Title           Notes:
PEX      183   1.00                                     WEIGHT TRAINING
PEX      199   1.00                                     SPECIAL TOPICS
PEX      207   2.00                             SLIMNASTICS WEIGHT CONTROL
PHIL     101   3.00                             INTRODUCTION TO PHILOSOPHY
PHIL     102   3.00                         CRITICAL THINKING AND REASONING
PHIL     114   3.00                         INTRODUCTION TO SYMBOLIC LOGIC
PHIL     119   3.00                      INTRODUCTION TO THE OLD TESTAMENT
PHIL     135   3.00                                INTRODUCTION TO ETHICS
PHIL     200   3.00                            THE JUDEO-CHRISTIAN TRADITION
PHIL     201   3.00                          PHILOSOPHY GOES TO THE MOVIES
PHIL     203   3.00                          INTRODUCTION TO EXISTENTIALISM
PHIL     204   3.00                INTRODUCTION TO CONTEMPORARY PHILOSOPHY
PHIL     207   3.00                    INTRO TO SOCIAL & POLITICAL PHILOSOPHY
PHIL     210   3.00                                    WORLD RELIGIONS
PHIL     224   3.00                      INTRO TO THE PHILOSOPHY OF SCIENCE
PHIL     225   3.00                       INTRODUCTION TO INDIAN PHILOSOPHY
PHIL     244   3.00                                        BIOETHICS
PHIL     295   1.00       3.00                  TOPICAL ISSUES IN PHILOSOPHY
PHYS     100   3.00                                 INTRODUCTORY PHYSICS
PHYS     117   3.00                   INTRO TO SPACE SCIENCE AND ENGINEERING
PHYS     151   4.00                                    GENERAL PHYSICS I
PHYS     152   4.00                                    GENERAL PHYSICS II
PHYS     180   3.00                    PHYSICS FOR SCIENTISTS AND ENGINEERS I
PHYS    180L   1.00                    PHYSICS FOR SCIENTISTS/ENGINEERS LAB I
PHYS     181   3.00                    PHYSICS FOR SCIENTISTS AND ENGINEERS II
PHYS    181L   1.00                    PHYSICS FOR SCIENTISTS/ENGINEERS LAB II
PHYS     182   3.00                   PHYSICS FOR SCIENTISTS AND ENGINEERS III
PHYS    182L   1.00                    PHYSICS FOR SCIENTISTS/ENGINEERS LAB III
PHYS    198B   1.00       6.00                    SPECIAL TOPICS IN PHYSICS
PORT     111   4.00                                 FIRST-YEAR PORTGUESE I
PORT     112   4.00                                FIRST-YEAR PORTGUESE II
PORT     211   3.00                              SECOND-YEAR PORTUGUESE I
PORT     212   3.00                              SECOND-YEAR PORTUGUESE II
PSC      100   1.00                                  NEVADA CONSTITUTION
PSC      101   3.00                       INTRODUCTION TO AMERICAN POLITICS
PSC      208   3.00                   SURVEY OF STATE AND LOCAL GOVERNMENT
PSC      210   3.00                                 AMERICAN PUBLIC POLICY
PSC      211   3.00                    INTRODUCTION TO COMPARATIVE POLITICS
PSC      231   3.00                  INTRODUCTION TO INTERNATIONAL RELATIONS
PSC      240   3.00                        SOCIAL SCIENCE RESEARCH METHODS
PSC      250   3.00                   THE POLITICS OF INTERNATIONAL TERRORISM
PSC      285   3.00                     SELECTED READINGS ON THE PRESIDENCY
PSC     290B   1.00       8.00                INTERNSHIP IN POLITICAL SCIENCE
                        Variable
                         Credit
Prefix Number Credits   Course                       Course Title            Notes:
PSC      295   3.00                    SPECIAL TOPICS IN POLITICAL SCIENCE
PSC      299   3.00       6.00               GOVERNMENT INTERNSHIP
PSY      101   3.00                            GENERAL PSYCHOLOGY
PSY      102   3.00                PSY OF PERSONAL AND SOCIAL ADJUSTMENT
PSY      130   3.00                               HUMAN SEXUALITY
PSY      210   4.00                  INTRODUCTION TO STATISTICAL METHODS
PSY      228   3.00                           PSYCHOLOGY OF DREAMS
PSY      233   3.00                              CHILD PSYCHOLOGY
PSY      240   3.00                   INTRODUCTION TO RESEARCH METHODS
PSY      241   3.00                      INTRO TO ABNORMAL PSYCHOLOGY
PSY      261   3.00                   INTRODUCTION TO SOCIAL PSYCHOLOGY
PSY      275   3.00                         UNDERGRADUATE RESEARCH
PSY      276   3.00                     AGING IN MODERN AMERICAN SOCIETY
PSY      299   1.00                      SPECIAL PROBLEMS IN PSYCHOLOGY
RAD      101   0.50                         EXPLORATION IN RADIOLOGY
RAD     103B   1.00                                MEDICAL ETHICS
RAD     110B   1.00                FUNDAMENTALS OF CLINICAL RADIOGRAPHY I
RAD     112B   2.00                 PATIENT CARE AND MEDICAL TERMINOLOGY
RAD     116B   3.00                                RADIOGRAPHY I
RAD     118B   3.00                      RADIOLOGY PHYSICS AND CIRCUITRY
RAD     124B   3.00                   RADIOGRAPHIC PHOTO AND TECHNIQUES
RAD     125B   2.00                           CLINICAL RADIOGRAPHY I
RAD     126B   3.00                                RADIOGRAPHY II
RAD     128B   3.00                             IMAGING EQUIPMENT
RAD     198B   0.50       6.00      SPECIAL TOPICS RADIOLOGIC TECHNOLOGY
RAD     220B   3.00                           CLINICAL RADIOGRAPHY II
RAD     230B   3.00                          CLINICAL RADIOGRAPHY III
RAD     236B   2.00                 RADIOGRAPHIC CONTRAST-ROUTINE EXAMS
RAD     238B   2.00                     RADIATION SAFETY AND PROTECTION
RAD     242B   1.00                     RADIOGRAPHY QUALITY MANAGEMENT
RAD     244B   2.00                    DIAGNOSTIC & THERAPEUTIC RADIATION
RAD     245B   3.00                          CLINICAL RADIOGRAPHY IV
RAD     247B   1.00                       RADIOGRAPHY QUALITY CONTROL
RAD     250B   3.00                           CLINICAL RADIOGRAPHY V
RAD     259B   2.00                          SEMINAR IN RADIOGRAPHY
RAD     290B   1.00       6.00       INTERNSHIP IN RADIOLOGIC TECHNOLOGY
 RE      101   3.00                           REAL ESTATE PRINCIPLES
 RE      103   3.00                       REAL ESTATE LAW AND PRACTICE
 RE      198   0.50       6.00             SPECIAL TOPICS IN REAL ESTATE
READ      93   1.00       3.00                 READING IMPROVEMENT
READ     135   1.00       3.00             COLLEGE READING STRATEGIES
READ     136   1.00       3.00              READING IN THE DISCIPLINES
SOC      101   3.00                          PRINCIPLES OF SOCIOLOGY
                        Variable
                         Credit
Prefix Number Credits   Course                    Course Title                      Notes:
SOC      102   3.00                      CONTEMPORARY SOCIAL ISSUES
SOC      110   3.00                         CONFLICT RESOLUTION                  New Course
SOC      140   3.00                          CULTURES OF PEACE                   New Course
SOC     198B   0.50       6.00           SPECIAL TOPICS IN SOCIOLOGY
SOC      201   3.00                          PEACE AND CONFLICT
SOC     205     3.00               ETHNIC GROUPS IN CONTEMPORARY SOCIETIES
SOC     210     4.00                 INTRODUCTION TO STATISTICAL METHODS
SOC     240     3.00                   SOCIAL SCIENCE RESEARCH METHODS
SOC     261     3.00                  INTRODUCTION TO SOCIAL PSYCHOLOGY
SOC     275     3.00               INTRODUCTION TO MARRIAGE AND THE FAMILY
SOC     276     3.00                   AGING IN MODERN AMERICAN SOCIETY
SPAN    101     3.00                           BASICS OF SPANISH I
SPAN    102     3.00                           BASICS OF SPANISH II
SPAN    111     4.00                           FIRST YEAR SPANISH I
SPAN    112     4.00                          FIRST YEAR SPANISH II
SPAN    198     0.50      6.00             SPECIAL TOPICS IN SPANISH
SPAN    211     3.00                         SECOND YEAR SPANISH I
SPAN    212     3.00                         SECOND YEAR SPANISH II
SPAN    225     3.00               CULTURAL PERSPECTIVE: SPAIN...NEW MEXICO
SPAN    226     3.00                    SPANISH FOR HERITAGE SPEAKERS I
SPAN    227     3.00                    SPANISH FOR HERITAGE SPEAKERS II
                                                                              prefix changed from
STAT     152    3.00                      INTRODUCTION TO STATISTICS            MATH to STAT
SUR      161    4.00                          ELEMENTARY SURVEYING
THTR     100    3.00                       INTRODUCTION TO THEATER
THTR     105    3.00                        INTRODUCTION TO ACTING I
THTR     116    1.00      2.00          DANCE STYLES: MUSICAL THEATER
THTR     133    3.00                      FUNDAMENTALS OF DIRECTING
THTR     160    3.00                         TELEVISION PRODUCTION I
THTR     161    3.00                         TELEVISION PRODUCTION II
THTR     175    3.00                             MUSICAL THEATER
THTR     176    1.00      3.00           MUSICAL THEATER WORKSHOP I
THTR     180    3.00                    CINEMA AS ART & COMMUNICATION
THTR    198B    0.50      6.00       SPECIAL TOPICS IN SPEECH AND THEATER
THTR     204    3.00                          THEATER TECHNOLOGY I
THTR     205    3.00                       INTRODUCTION TO ACTING II
THTR     206    3.00                     THEATER WORKSHOP: ACTING III
THTR     207    3.00                    LABORATORY THEATER: ACTING IV
THTR     209    1.00      6.00                  THEATER PRACTICUM
THTR     210    3.00                     THEATER: A CULTURAL CONTEXT
THTR     231    3.00                            CHILDREN'S THEATER
THTR     235    3.00                          ACTING FOR THE CAMERA
THTR     258    1.00      2.00         THEATER EXPERIENCE AND TRAVEL
                           Variable
                            Credit
Prefix Number Credits      Course                        Course Title             Notes:
THTR     276   1.00          3.00              MUSICAL THEATER WORKSHOP II
THTR    290B   1.00          8.00           INTERNSHIP IN SPEECH AND THEATER
THTR     295   1.00          3.00              INDEPENDENT STUDY: THEATER
VETT    101B   4.00                    INTRODUCTION TO ANIMAL HEALTH TECHNOLOGY
VETT    105B   1.00                          VETERINARY MEDICAL TERMINOLOGY
VETT    110B   4.00                       COMPARATIVE ANIMAL ANATOMY & PHYSIO I
VETT    112B   4.00                        COMPARATIVE ANIMAL ANATOMY & PHYS II
VETT    125B   1.00                           VETERINARY OFFICE PROCEDURES
VETT    128B   4.00                                   ANIMAL NURSING
VETT    203B   4.00                          CLINICAL AND GENERAL PATHOLOGY
VETT    205B   2.00                           VETERINARY DIAGNOSTIC IMAGING
VETT    208B   2.00                             LABORATORY ANIMAL SCIENCE
VETT    209B   2.00                                    PARASITOLOGY
VETT    211B   2.00                                  ANIMAL NUTRITION
VETT    225B   2.00                            PHARMACOLOGY & TOXICOLOGY
VETT    227B   4.00                              ADVANCED ANIMAL NURSING
VETT    235B      4.00                 ANESTHESIA, SURGICAL NURS & DENTAL PROCD
VETT    240B      4.00                           LARGE ANIMAL MEDICINE
VETT    250B      3.00                         SMALL ANIMAL CRITICAL CARE
VETT    266B      2.00                         DIRECTED CLINICAL PRACTICE
VETT    267B      2.00                        ADVANCED CLINICAL PRACTICES
WELD    101B      3.00                                 BASIC METALS
WELD    111B      3.00                         BEGINNING WELDING FOR ART
WELD    121B      4.00                         ADVANCED WELDING FOR ART
WELD    198B      0.50          6.00            SPECIAL TOPICS IN WELDING
WELD     211      3.00                                   WELDING I
WELD    212B      2.00                              WELDING I PRACTICE
WELD     221      3.00                                   WELDING II
WELD    222B      2.00                              WELDING II PRACTICE
WELD    225B      1.00          6.00                INDEPENDENT STUDY
WELD    231B      3.00                                   WELDING III
WELD    232B      2.00                             WELDING III PRACTICE
WELD    241B      3.00                                   WELDING IV
WELD    242B      2.00                             WELDING IV PRACTICE
WELD    250B      1.00      12.00         WELDING CERTIFICATION PREPARATION
WELD    290B      1.00       8.00                 INTERNSHIP IN WELDING
WF      205B      3.00                  FIRE OPERATIONS IN THE URBAN INTERFACE
WF      244B      2.00                                FIELD OBSERVER
WMST     101      3.00                     INTRODUCTION TO WOMEN'S STUDIES
WMST     250      3.00                      INTRODUCTION TO FEMINIST THEORY
WMST     255      3.00                      THE AMERICAN WOMEN'S MOVEMENT

       Changes noted in 'red'
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Agenda Item Details
Meeting          Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category         5. Consent Agenda Items

Subject          5.04 PROPERTY, LIABILITY, AND WORKERS’ COMPENSATION INSURANCE RENEWALS -
                 2011/12

Type             Action (Consent)

Preferred Date   Jun 28, 2011

Absolute Date    Jun 28, 2011

Fiscal Impact    Yes

Budgeted         Yes

Budget Source    General Fund

Recommended that the Board of Trustees approves the recommended renewals for Property, Liability
Action      and Workers’ Compensation Insurance, as described in the staff report, in the amount of
            $1,529,705



FROM:
Tom Stauss, Chief Human Resources Officer
Tom Marshall, Risk Manager

PRESENTER(S) & PRESENTATION TIME: Consent Item

SUMMARY: This item renews the District’s property, liability and workers’ compensation insurance
coverage for the policy period of July 1, 2011, through July 1, 2012. This coverage and renewal premiums
include:


    •   Property - $759,900
    •   National Flood - $27,357
    •   Boiler and Machinery - $31,540
    •   Public Employee Dishonesty/Faithful Performance Bond – $23,595
    •   General Liability, Auto Liability, School Board Errors & Omissions - $527,242
    •   Excess Liability - $66,488
    •   Excess Workers’ Compensation - $93,853

Total Premium 2011/12 - $1,529,975

ADDITIONAL BACKGROUND INFORMATION: Below is a summary of the District’s renewals by type
of coverage. Attachment A provides more information.




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Property Coverage - Protects buildings and contents from various types of losses such as fire, wind
damage, flood, and earthquake. After marketing this program, the most competitive coverage terms,
limits, and premiums were received from the District’s current carrier, FM Global. Their proposed premium
to renew this coverage was $759,900.

National Flood Coverage - Provides coverage for four specific sites located within the 100-year flood
zone. The premium to renew this coverage is $27,357.

Boiler and Machinery - Provides coverage for certain losses excluded under Property Insurance such as
explosion of steam boilers and steam pipes. After marketing this program, the most competitive coverage
terms, limits, and premium was from Travelers Insurance Company. Their proposed premium to renew
this coverage was $31,540.

Public Employee Dishonesty/Faithful Performance Bond - Protects the District from financial losses
that result from the dishonest acts of its employees, for example, theft or embezzlement. It also covers
financial losses to the District resulting from an employee’s failure to faithfully perform his/her job. After
marketing this program, the most competitive coverage terms, limits, and premium was from Great
American Insurance Company. Their proposed premium to renew this coverage was $23,595.

General Liability; Auto Liability; School Board Errors & Omissions - Provides liability protection to
the District, its employees, agents, volunteers and the Board of Trustees. It covers bodily injury, property
damage, contractual liability, errors and omissions, wrongful acts, employment practices and personal
injury losses to third party claimants. After marketing this program, the most competitive coverage terms,
limits, and premiums were from Genesis Insurance Company. Their proposed premium to renew this
coverage was $527,242.

Excess Liability - Provides an additional $5 million in coverage limits above the $10 million in coverage
limits provided by Genesis Insurance Company for general liability, auto liability and school board errors
and omissions. After marketing this program, the most competitive coverage terms, limits, and premiums
were from Ironshore Insurance Company. Their proposed premium for this coverage was $66,488.

Excess Workers’ Compensation - Provides excess coverage for the District’s self-insured Workers’
Compensation Program. After marketing this program, the most competitive coverage terms, limits, and
premiums were from Safety National Insurance Company. Their proposed premium to renew this coverage
was $93,853.

PREVIOUS BOARD ACTION:

Date: June 29, 2010

Action The Board of Trustees approved the property, liability and workers’ compensation
insurance programs for the policy period of 7/1/10 through 7/1/11 for a total premium of
$1,531,823.

Date: June 23, 2009

Action: The Board of Trustees approved the property, liability and workers’ compensation insurance
programs for the policy period of 7/1/09 through 7/1/10 for a total premium of $1,633,203.

ATTACHMENT:
Attachment A: Coverage and Premium Summary 2011/2012

WCSD STRAEGICT PLAN: N/A




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LEGAL: Nevada Revised Statute 616B.300 requires employers that are self-insured for workers’
compensation to purchase excess insurance to protect the employer from catastrophic claims.

FINANCIAL: The payment of the property and liability premiums comes from funds budgeted in the
General Fund specifically for this purpose. The excess workers’ compensation premiums are paid from
funds budgeted in the Workers’ Compensation Internal Service Fund.

COMMUNITY INVOLVEMENT: N/A

ALTERNATIVES: N/A

RECOMMENDED ACTION: that the Board of Trustees approves the recommended renewals for
Property, Liability and Workers’ Compensation Insurance, as described in the staff report, in the amount of
$1,529,705
   Attachment A - Coverage and Premium Summary.pdf (16 KB)




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                                   Attachment A
                     Coverage and Premium Summary 2011/2012

PROPERTY COVERAGE
Premium:                          $759,900
Carrier:    FM Global
Broker:     Wells Fargo Insurance Services
Deductible: Property: $50,000 per occurrence
            Flood: $100,000 per occurrence
                   $150,000 per occurrence for surface water runoff
            Earthquake: 1% subject to $100,000 minimum per location
Limits:     Real/Personal Property: $500,000,000
            Flood: $25 million per occurrence/aggregate
                   $20 million per occurrence/aggregate for locations in 100-year flood plain


NATIONAL FLOOD COVERAGE
Premium:                           $27,357
Carrier:    Fidelity National Insurance Company
Broker:     Wells Fargo Insurance Services
Deductible: $1,000/building; $1,000/contents:   Getto Transportation Center
            $5,000/building: $5,000/contents:   Nutrition Center; Booth ES;
                                                Huffaker ES
Limits:     $500,000/building; $500,000/contents per location


BOILER & MACHINERY
Premium:                         $31,540
Carrier:    Travelers
Broker:     Wells Fargo Insurance Services
Deductible: $10,000/accident
Limits:     $100,000,000 Blanket Coverage


PUBLIC EMPLOYEE DISHONESTY/FAITHFUL PERFORMANCE BOND
Premium:                           $23,595
Carrier:    Great American Insurance Company
Broker:     Wells Fargo Insurance Services
Deductible: Public Employee Dishonesty/Faithful Performance: $50,000/occurrence
            Forgery or Alteration: $50,000/occurrence
            Computer Fraud: $50,000/occurrence
            Theft, Disappearance & Destruction:
                    Inside - $25,000/occurrence
                    Outside - $25,000/occurrence
Limits:     Public Employee Dishonesty: $5,000,000
            Faithful Performance: $1,000,000
            Forgery or Alteration: $5,000,000
            Computer Fraud (includes Wire Funds Transfer Fraud): $5,000,000
            Theft, Disappearance & Destruction:
                    Inside - $500,000
                    Outside - $500,000


GENERAL LIABILITY; AUTO LIABILITY; SCHOOL BOARD ERRORS & OMISSIONS
Premium:                           $527,242
Carrier:     Genesis
Broker:      Wells Fargo Insurance Services
SIR:         $300,000/occurrence
Limits:      $10 million per occurrence & aggregate; $10 million per wrongful act & aggregate

EXCESS LIABILITY
Premium:                         $66,488
Carrier:   Ironshore
Broker:    Wells Fargo Insurance Services
Limits:    $5 million per occurrence & aggregate excess of $10 million

WORKERS’ COMPENSATION
Premium:                       $93,583
Carrier:  Safety National
Broker:   Wells Fargo Insurance Services
SIR:      $500,000/occurrence
Limits:   Statutory


TOTAL PREMIUM                     $1,529,705
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Agenda Item Details
Meeting          Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category         5. Consent Agenda Items

Subject          5.05 APPROVAL OF US PREVENTATIVE MEDICINE FOR WELLNESS / DISEASE
                 MANAGEMENT PROGRAM

Type             Action (Consent)

Preferred Date   Jun 28, 2011

Absolute Date    Jun 28, 2011

Fiscal Impact    Yes

Dollar Amount    $ 331,000.00

Budgeted         Yes

Budget Source    Insurance Trust Fund / Wellness Fund

Recommended that the Board of Trustees approves the contract with U.S. Preventative Medicine for
Action      $331,000 per year to provide a Wellness/Disease Management Program for covered
            employees, retirees and spouses



FROM:
Tom Stauss, Chief Human Resources Officer
Tom Marshall, Risk Manager
Colleen Thompson, Wellness Program Coordinator

PRESENTER(S) & PRESENTATION TIME: Consent Item

SUMMARY: To expand and improve upon our Wellness/Disease Management programs, the District
sought proposals from five companies to provide the following services:

   1. Provide a measurable Rate of Return (ROI) for both the Wellness and Disease Management
        Programs
   2.   Implement a Health Risk Assessment (HRA) which will:
   3.   Provide annual health and wellness statistics on our members which will be used to measure
        progress and success of our programs
   4.   Provide data to identify specific health areas we need to target with our programs
   5.   Provide an incentive for our members to have blood work completed annually
   6.   Make our disease management program available to all our members
   7.   Provide online digital and telephonic health and wellness coaching to our members
   8.   Increase engagement of our members using web based programs with personalized
        communications
   9.   Allow our Wellness Coordinator to upload wellness related data onto website




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Proposals were received from US Preventative Medicine, Health Advocate, Health Media, Allere, and Be
Well. After reviewing the proposals and interviewing the companies, it was determined that US
Preventative Medicine was able to provide all the services the District was seeking and at the most
competitive price. Below is a summary of services and annual costs for each company:

                         US Preventative  Health        Health
         Modules                                                     Allere     Be Well
                            Medicine     Advocate       Media
Wellness Package
  HRA                          YES           YES         YES          YES         YES
  Digital Coaching             YES           YES         YES         YES          NO
  Telephonic Coaching         YES            YES          NO          YES         YES
  Data Upload                  YES            NO         YES          NO          YES
  Website                      YES           YES         YES          YES         YES
Disease Management             YES           YES          NO          NO          NO


TOTAL                       $331,301       $429,000   $255,000     $309,960    $284,500

ADDITIONAL BACKGROUND INFORMATION:

Below is a summary of the services to be provided by US Preventative Health:

Wellness

    •   Addition of Wellness online portal and HRA within the same company
    •   Prevention Schedule & Benefits
    •   Lifestyle Benefits Action Plans
    •   Personal Health Record
    •   Coaching & Messaging Infrastructure
    •   Provided Report
    •   Interactive Tools & Library
    •   Symptom Checker

Disease Management

    • Independent of both hospitals
    • Annual Savings of $105,000 over cost of current disease management program

Health Risk Assessment (HRA)

    • Online HRA is tailored to the individual and provides instant feedback
    • System provides health score, library of resources and recommendations on health improvement
    • Collect annual data on population in a variety of health & wellness categories
           ◦ Target programming to areas of high risk
           ◦ Provides annual statistics and ability to measure absenteeism and presenteeism and health
              behavior changes over time


Anticipated Outcomes

    • Overall Health Risks Reduced: 5.79% decrease of people in the high-risk category, 3.61% decrease
        in the moderate category and 9.4% increase of people in the low-risk category
    • A positive ROI is anticipated after 2-3 years
    • Reduction of health risks (examples include high blood pressure, high fasting blood sugar and
        stress)




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    • Decreased medical and pharmacy costs, inpatient costs, bed days per thousand per year and
      improvements in condition-specific clinical indicators for Care Management program component


Services In Development – “Prevention Plan for Kids”
The “Prevention Plan for Kids” will be a free online environment provided to our parent health plan
members and their children. It will provide information and tools for children as well as their parents so
kids can achieve better health. This includes articles, animations, games, videos and other content on
numerous health topics, including a wide range of physical, emotional, and behavioral topics that affect
children and teens. The program will use various strategies, including entertainment, to educate children
about important health issues so they can live healthier lives.

The District’s Group Insurance Committee approved the recommendation of US Preventative Services for
Board approval.

ATTACHMENTS: N/A

PREVIOUS BOARD ACTION: NA

WCSD STRATEGIC PLAN: Goal 2: Recruit and Support Highly Effective Personnel

LEGAL: Legal has reviewed and approved the proposed contract.

FINANCIAL: The annual cost of the program will be $331,000. This cost will be paid by the Insurance
Trust Fund and the Wellness Fund. The Insurance Trust Fund is currently funding a Disease Management
Program for half of our population at an annual cost of $218,000. The additional $133,000 will be paid
from the Wellness Fund. The Business Office has reviewed and approved the program and funding.

COMMUNITY INVOLVEMENT: The Group Insurance Committee with member representatives from the
WEA, APTA, WESP/NSEA, WSPA and District management have thoroughly reviewed and approved the US
Preventative Medicine program. Employees and Retirees will be provided information regarding the
program via mailings, the district website, and on-site meetings.

ALTERNATIVES: NA

RECOMMENDED ACTION: that the Board of Trustees approves the contract with U.S. Preventative
Medicine for $331,000 per year to provide a Wellness/Disease Management Program for covered
employees, retirees and spouses




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Agenda Item Details
Meeting          Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category         5. Consent Agenda Items

Subject          5.06 APPOINTMENT OF OVERSIGHT PANEL FOR SCHOOL FACILITIES

Type             Action (Consent)

Preferred Date   Jun 28, 2011

Absolute Date    Jun 28, 2011

Fiscal Impact    No

Budget Source    N/A

Recommended that the Board of Trustees appoints Mike Cate, representing the vacant construction
Action      project and finance experience, and reappoints Gregg Carano, representing the gaming
            industry, and Tim Rowe, representing the general public, to the Oversight Panel for
            School Facilities


FROM: Mark Stanton, Chief Capital Projects and Facilities Management Officer

PRESENTER(S) & PRESENTATION TIME: (Consent Agenda)

SUMMARY: The Oversight Panel for School Facilities is made up of eleven members; two from the
County Commission; two from the Reno City Council; two from the Sparks City Council; and five members
with experience in specific areas appointed by the Board of Trustees. Currently, there is one vacancy that
requires Board of Trustees appointment, and two memberships of which current members are requesting
reappointment.

Two appointed members are requesting reappointment: Gregg Carano, representing the gaming industry;
and Tim Rowe, representing the general public. It is recommended that Mike Cate be appointed to
represent the vacant construction project and finance experience membership, replacing Scott Barnes who
has chosen not to seek reappointment. Appointment would be for a two year term with reappointment
eligibility.


ADDITIONAL BACKGROUND INFORMATION: NRS 393.092 requires the establishment of an
Oversight Panel for School Facilities in counties whose population exceeds 100,000. The purpose of the
Oversight panel is to make recommendations to the Director of the Legislative Counsel Bureau for
financing the costs of new construction, design, maintenance and repair of school facilities, and to review
and approve or disapprove a request by the Board of Trustees of the school district for the issuance of
general obligation bonds pursuant to subsection 4 of NRS 350.020.

The Oversight Panel consists of eleven members; six members are elected representatives of local
government. Five members are appointed by the Board of Trustees; one member who has experience in
structural or civil engineering; one member who has experience in matters relating to the construction of




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public works projects; one member who has experience in the financing or estimation of the cost of
construction projects; one member who is a representative of the gaming industry; and one member who
is a representative of the general public who has an interest in education.

PREVIOUS BOARD ACTION: None

ATTACHMENTS: None

WCSD STRATEGIC PLAN: N/A

LEGAL: NRS 393.092 Oversight Panel for School Facilities: Establishment in counties whose population is
100,000 or more; membership; terms of members.

FINANCIAL: None

COMMUNITY INVOLVEMENT: Public announcements published requesting letters of interest in
Oversight Panel for School Facilities membership.

ALTERNATIVES: None

RECOMMENDED ACTION: that the Board of Trustees appoints Mike Cate, representing the vacant
construction project and finance experience, and reappoints Gregg Carano, representing the gaming
industry, and Tim Rowe, representing the general public, to the Oversight Panel for School Facilities.
   6-28-11 Oversight Panel Appointment.doc (31 KB)




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Agenda Item Details
Meeting            Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category           5. Consent Agenda Items

Subject            5.07 FINAL APPROVAL OF REVISION TO BOARD POLICY BOT-P038, STUDENT HEALTH,
                   WELFARE AND RIGHTS

Type               Action (Consent)

Preferred Date     Jun 28, 2011

Absolute Date      Jun 28, 2011

Fiscal Impact      No

Recommended that the Board of Trustees gives final approval for the proposed revision to Board Policy
Action      BOT-P038, Student Health, Welfare and Rights



FROM: Randy Drake, Chief General Counsel

PRESENTER(S) & PRESENTATION TIME: Consent Agenda

SUMMARY: This proposed policy revision to existing Board Policy, BOT-P038, Student Health, Welfare and Rightsis
presented in accordance with requirements contained in the 2010 amendments to the Americans with Disabilities Act
(“ADA”), Title II, in accordance with 28 CFR 35.136(g).

ADDITIONAL BACKGROUND INFORMATION: The ADA amendment requires public entities to modify policies, practices
and procedures to permit the use of service animals by individuals with disabilities. Public entities must allow individuals
with disabilities to be accompanied by their service animals in all areas of the facilities that are open to the public;
participants in services, programs or activities; or invitees, as relevant.

Additionally, ISO Procedure, SUP-P007, Service Animals, has been created to provide relevant procedural details for public
and staff. The procedure regarding service animals outlines the definition of “service animal”, process for requesting the
use of service animals, general rules for use of service animals in the WCSD (including access to facilities), and conditions
allowing for the removal of service animals.

PREVIOUS BOARD ACTION: n/a

Date: May 10, 2011
Related Action: The Board of Trustees gave preliminary approval to the revision of Board Policy BOT-P038, Student
Health, Welfare, and Rights.

ATTACHMENTS:
Attachment A: Board Policy BOT-P038, Student Health, Welfare and Rights
Attachment B: ISO Procedure SUP-P007, Service Animals Procedure

WCSD STRATEGIC PLAN: These changes align with Goal 4 of the District’s Strategic Plan, Value and Strengthen a
Positive, Self-Renewing Culture.

LEGAL: Office of General Counsel has reviewed the proposed revision to Board Policy. Additional information related to
The Americans with Disabilities Act, Title II, can be found at www.ada.gov/taman2.html




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FINANCIAL: n/a

COMMUNITY INVOLVEMENT: n/a

ALTERNATIVES: n/a

RECOMMENDED ACTION: that the Board of Trustees gives final approval for the proposed revision to Board Policy BOT-
P038, Student Health, Welfare and Rights



   Attachment A - BOT-P038 Student Health and Welfare.pdf (63 KB)

   Attachment B - SUP-P007 Service Animals.pdf (57 KB)




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                                          BOT-P038
                      STUDENT HEALTH, WELFARE AND RIGHTS
                                                                  Adopted: February 18, 2009
                                                                                 Revised: n/a
                                                         Monitoring Method: CSI Internal Audit
                                                         Monitoring Frequency: Annual – June

The Board of Trustees believes that in order for all students to benefit from educational
opportunities, all students need to be healthy, both physically and mentally. The Board of
Trustees recognizes that parents and schools share responsibility for each student’s health and
welfare and recognize parents’ rights in this area. The schools will provide a safe physical
environment; provide reasonable accommodations, where necessary; promote student wellness
and health; and provide nursing and counseling services for all students while maintaining strict
confidentiality standards. For those families who need basic support, counselors, school nurses,
teachers, administrators and/or family advocates will assist the parents and/or guardians in
making necessary contacts to secure appropriate services.

   1. Health and Welfare of Students:
         a. Rules and procedures shall be developed and implemented to promote student
             health and welfare.
           b. The District will follow the Health Insurance Portability and Accountability Act
              (HIPAA) and Family Educational Rights and Privacy Act (FERPA) when releasing
              student health records.

   2. Objection to Examination:
         a. In accordance with state law, a written request from a parent or guardian asking
             that a child be exempt from a physical examination must be honored. Teachers
             or principals receiving such a request shall give it to the school nurse so that the
             request may be honored.

   3. Reasonable Accommodations Pursuant to Section 504 of the Rehabilitation Act of 1973:
         a. It is the intent of the Washoe County School District to ensure that students who
            may have a disability, according to Section 504 of the Rehabilitation Act of 1973,
            are identified, evaluated, and provided with appropriate educational services.
           b. Students may be defined as having a disability under Section 504 even though
              they are not eligible for services pursuant to the Individuals with Disabilities
              Education Act (IDEA).
   4. Americans with Disabilities Act
           a. The Washoe County School District is committed to providing equal access to its
              programs, activities, events and facilities and will not discriminate against any
              individual regardless of that individual’s disabilities.
                                                                                    BOT-P038
                                                              Student Health, Welfare & Rights
                                                                                         Pg. 2

                  b.i. Individuals who, because of the nature of their disability, require the
                      assistance of a “service animal” shall not be denied access to access
                      WCSD programs, activities, events and facilities.


Monitoring Report Indicators:
   •   504 Data Report


Associated Documents:
   1. Health and Welfare of Students Procedures:
       HEA-P007       Health and Welfare
       PPAA-P108      Confidentiality Of Health And Welfare Information
   2. Objection to Examination Procedure:
       HEA-P082       Objection to Physical Examination
   3. Reasonable Accommodations Procedures:
       PPAA-P112      Reasonable Accommodations Pursuant To 504 Rehabilitation Act Of 1973
       SUP-P007       Service Animals Procedure


Legal References:
NRS 392.050 Attendance excused for physical or medical condition; excused child with
            disability qualifies for free appropriate public education
NRS 392.070 Attendance excused for children in private school or homeschool; participation of
            private school children and homeschooled children in classes and extracurricular
            activities
NRS 388.829 “Program of distance education” defined
29 USC 794    Nondiscrimination under Federal grants and programs
Family Education Right to Privacy Act (FERPA)
Health Insurance Portability and Accountability Act (HIPPA)
Americans with Disabilities Act, Title II Regulations as amended in 2010, 28 C.F.R. Part 35.
                                      Service Animals
                                   Procedure (SUP-P007)




1.0 SCOPE:                                                                      The online version of this procedure is
                                                                                official. Therefore, all printed versions of
                                                                                this document are unofficial copies.
   1.1 This procedure describes the process in which the
       Washoe County School District processes requests for
       use of Service Animals in the Washoe County School
       District.

2.0 RESPONSIBILITY:

   2.1 Superintendent

3.0 APPROVAL AUTHORITY:
                                                                 (Approval signature on file)
   3.1 Chief General Counsel                             ______________________________________            _____________________
                                                         Signature                                         Date
4.0 DEFINITIONS:

   4.1 WCSD - Washoe County School District

   4.2   ADA – Americans with Disabilities Act

5.0 PROCEDURE:

   5.1 Service Animal Defined – For the purposes of this Procedure, the term “service animal”
       means:

         5.1.1 Any dog that is individually trained to do work or perform tasks for the benefit of
               an individual with a disability, including a physical, sensory, psychiatric,
               intellectual or other mental disability.

         5.1.2 A miniature horse if the miniature horse has been individually trained to do work
               or perform tasks for the individual’s benefit, subject to the following
               considerations:

               5.1.2.1 The type, size, and weight of the miniature horse and whether the facility
                       can accommodate these features;

               5.1.2.2 Whether the handler has sufficient control of the miniature horse;

               5.1.2.3 Whether the miniature horse is house broken; and

               5.1.2.4 Whether the miniature horse’s presence in the specific facility
                       compromises legitimate safety requirements that are necessary for its
                       safe operation.

         5.1.3 All other species of animals, whether wild or domestic, trained or untrained, are
               not service animals for purposes of this Procedure.

   5.2 Requests for Use of Service Animals

         5.2.1 All requests for an individual with a disability to be accompanied by a service
               animal must be addressed in writing to the Superintendent of the Washoe County
               School District at 425 East Ninth Street, Reno, Nevada 89512, and must include


Date: 02/15/11; Rev. A                     SUP-P007                                             Page 1 of 3
                                        Service Animals
                                     Procedure (SUP-P007)


                documentation of all required vaccinations. The written request must be delivered
                to the Office of the Superintendent at least ten (10) business days prior to bringing
                the service animal to school or to a school function.

                5.2.1.1 Owners of a service dog must provide annual proof of the following
                        vaccinations: DHLPPC (distemper, hepatitis, leptospirosis, paroinfluenza,
                        parvovirus, coronavirus), Bordetella, and Rabies.

                5.2.1.2 Owners of service miniature horses must provide annual proof of the
                        following vaccinations: Equine Infectious Amemia (Coggins test), Rabies,
                        Tetanus, Encephelomyelitis, Rhinoneumonitis, Influenza and Strangles.

        5.2.2 The Superintendent shall not inquire about the nature or extent of the person’s
              disability and shall not require proof of the animal’s certification, licensure or
              training, but may obtain the following information when considering the request:

                5.2.2.1 Whether the service animal is required because of a disability; and

                5.2.2.2 The nature of the work or task the animal has been trained to perform.

   5.3 General Rules for Use of Service Animals

        5.3.1   All services dogs must be spayed or neutered.

        5.3.2   All service animals must be treated for, and kept free of, flees and ticks, and must
                be kept clean and groomed to avoid shedding and dander.

        5.3.3   The owner of the service animal is liable for any harm or injury caused by the
                animal to other students, staff, visitors and/or property.

        5.3.4   All service animals must be “required” for the individual with a disability.

        5.3.5   All service animals must be “individually trained” to do work or a task for the
                individual with a disability.

        5.3.6 All service animals must have a harness, leash, or other tether, unless either the
              handler is unable because of a disability to use a harness, leash or other tether, or
              the use of a harness, leash, or other tether would interfere with the service
              animal’s safe effective performance of work or task, in which case the service
              animal must be otherwise under the handler’s control; i.e., voice control, hand
              signals or other effective means of control.

        5.3.7 The WCSD is not responsible for the care or supervision of a service animal,
              including walking the animal or responding to the animal’s need to relieve itself.

                5.3.7.1 The WCSD is not responsible for providing a staff member to walk the
                        service animal or to provide any other care or assistance to the animal.

                5.3.7.2 Students with service animals are expected to care for and supervise their
                        animal. In the case of a young child or a student with disabilities who is
                        unable to care for or supervise his animal, the parent is responsible for
                        providing care and supervision of the animal. Issues related to the care
                        and supervision of service animals will be addressed on a case-by-case
                        basis in the discretion of the building administrator.


Date: 02/15/11; Rev. A                       SUP-P007                                      Page 2 of 3
                                         Service Animals
                                      Procedure (SUP-P007)


    5.4 Access to Facilities

         5.4.1 Individuals requiring the use of service animals shall be permitted to be
               accompanied by their service animal in all areas non-disabled persons are
               allowed to access. No additional fee may be charged to an individual with a
               service animal even if a fee is charged to non-disabled persons accompanied by a
               pet.

    5.5 Removal of Service Animal

         5.5.1 WCSD reserves the right to remove a service animal if any of the requirements
               set forth above are not met. The building administrator may also request that an
               individual with a disability or his parents remove a service animal from a school
               building, classroom, or from a school function if any one of the following
               circumstances occur:

                 5.5.1.1 The animal is out of control and the animal’s handler does not take
                         effective action to control it.

                 5.5.1.2 The animal is not house broken.

                 5.5.1.3 The animal’s presence would fundamentally alter the nature of the
                         service, program, or activity.

         5.5.2 If a service animal is excluded, the individual with the disability shall have the
               opportunity to continue to access the program, activity, event and facility without
               having the service animal on the premise.

6.0 ASSOCIATED DOCUMENTS:

    6.1 Americans with Disabilities Act, Title II Regulations as amended in 2010, 28 C.F.R. Part
        35

7.0 RECORD RETENTION TABLE:

Identification          Storage             Retention      Disposition          Protection
Name of Record          Where is it         How long do    Discard as desired   How the document is
                        stored?             you keep it?                        protected from loss or
                                                                                damage.




8.0 REVISION HISTORY:

Date:            Rev.      Description of Revision:




                               * ** E n d    of   p r oc ed ur e ** *

Date: 02/15/11; Rev. A                         SUP-P007                               Page 3 of 3
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Agenda Item Details
Meeting          Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category         6. Action Items

Subject          6.01 AUGMENTATION AND APPROVAL OF TRANSFERS FOR THE FISCAL YEAR 2010-11
                 BUDGET (10 Min. Presentation)

Type             Action

Preferred Date   Jun 28, 2011

Absolute Date    Jun 28, 2011

Fiscal Impact    No

Budgeted         No

Recommended that the Board of Trustees adopts the resolution to augment the Fiscal Year 2010-11
Action      budget and approve transfers as proposed



PRESENTER(S) & PRESENTATION TIME:
Gary Kraemer, Chief Financial Officer (10 minutes)

SUMMARY: The augmentation and transfer of the budget is a routine item that is performed at the end
of each fiscal year in order to comply with numerous Nevada Revised Statutes (NRS) relating to financial
administration. Various funds of the District will be augmented and/or have appropriation transfers. This
item recommends approval of the Fiscal Year 2010-11 Augmented Budget.

ADDITIONAL BACKGROUND INFORMATION: NRS 354.598005 permits local governments to
augment the budget if anticipated resources actually available during a budget period exceed those
estimated and the governing body approves the augmentation by a majority vote. This statute allows the
person designated to administer the budget to make transfers within a fund prior to notifying the
governing body if the transfer does not increase the total appropriations for the fiscal year. This statute
also allows the governing body to authorize the transfer of appropriations between funds or from the
contingency account upon the recommendation of the person designated to administer the budget.

A resolution to augment the Fiscal Year 2010-11 budget along with schedules and narrative explaining the
changes will be provided prior to the Board meeting.

PREVIOUS BOARD ACTION: (For additional information regarding the previous agenda action listed
below, refer to the district’s website at www.washoe.k12.nv.us in the Calendar section under Meetings,
Agendas, and Highlights.)

Date: December 14, 2010
Action: AUGMENTATION AND APPROVAL OF TRANSFERS FOR THE FISCAL YEAR 2010-11 BUDGET


ATTACHMENTS: To be provided prior to the Board meeting.




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WCSD STRATEGIC PLAN: This item supports strategic goal #5: “align and maintain efficient and
effective performance management systems to sustain a cycle of continuous improvement in support of
student learning”.

LEGAL: NRS 354.598005 as explained above.

FINANCIAL: The augmentation and approval of transfers allows the District to comply with financial
administration statutes and aligns the budget in accordance with specific revenue sources, Board
approvals, negotiated agreements and other financial occurrences.

COMMUNITY INVOLVEMENT:           The budget reflects the spending plan dictated by stakeholder
involvement and input.

ALTERNATIVES: None.




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Agenda Item Details
Meeting          Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category         6. Action Items

Subject          6.02 APPROVAL OF FISCAL YEAR 2011-12 AMENDED FINAL BUDGET (15 Min.
                 Presentation)

Type             Action

Preferred Date   Jun 28, 2011

Absolute Date    Jun 28, 2011

Fiscal Impact    No

Budgeted         No

Recommended that the Board of Trustees adopts the 2011-12 amended final budget as presented
Action


PRESENTER(S) & PRESENTATION TIME:
Gary Kraemer, Chief Financial Officer (15 minutes)

SUMMARY: State law allows the District to file an amended final budget within 30 days of adjournment
of the legislative session. This item represents the District’s Amended Final Budget for Fiscal Year 2011-
12.

ADDITIONAL BACKGROUND INFORMATION: The Board approved the FY 2011-12 Final Budget on
May 24, 2011. The final budget presented an unresolved shortfall of $75 million for the General Fund and
was extremely “tentative” as the budget reductions and changes recommended by the Governor, as well
as the additional revenue findings of the Economic Forum were still under review of the Legislature and
WCSD’s per pupil funding, as well as funding for other State programs, were not yet fully known. In
addition, the final property tax revenues and recommendations to balance the budget, including
negotiations with bargaining units, were still yet to occur.

As of the date of this report, the Legislature has adjourned and we have a clearer picture of our budget
shortfall. Although we are still sorting through all the details, the result of the legislative action appears to
have reduced the overall shortfall to approximately $53 million.

Previous proposals to address the shortfall are being reviewed and finalized to ensure alignment with the
District’s strategic plan. Staff is also currently negotiating with the employee associations to assist in
balancing the budget.

Without employee concessions the District will be forced to make even more detrimental reductions which
can include layoff of additional staff, increases in class size, and reductions/cancelation of programs.

We will finalize all the details and the Board will be updated and presented with the most up-to-date
information to approve an amended final budget prior to this meeting.




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PREVIOUS BOARD ACTION: (For additional information regarding the previous agenda action listed
below, refer to the district’s website at www.washoe.k12.nv.us in the Calendar section under Meetings,
Agendas, and Highlights.)

       Date: March 22, 2011
      Related Action: Presentation and Approval of the Fiscal Year 2011-12 Tentative Budget

       Date: May 18, 2011
      Related Action: Public Hearing on the Fiscal Year 2011-12 Tentative Budget

       Date: May 24, 2011
      Related Action: Approval of the Fiscal Year 2011-12 Final Budget


ATTACHMENTS: To be provided prior to the Board meeting.

WCSD STRATEGIC PLAN: This item supports strategic goal #5: “align and maintain efficient and
effective performance management systems to sustain a cycle of continuous improvement in support of
student learning.”

LEGAL: As discussed above, the District has 30 days from the close of the legislative session to adopt an
amended final budget. No governing body may adopt any budget which appropriates for any fund any
amount in excess of the budget resources of that fund.

FINANCIAL: The budget provides appropriation authority for funding all anticipated programs for the
District.

COMMUNITY INVOLVEMENT: Town hall meetings were held in May at various sites, information was
gathered from a budget survey and a public hearing was held on the tentative budget.

ALTERNATIVES: None.




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Agenda Item Details
Meeting          Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category         6. Action Items

Subject          6.03 PRELIMINARY APPROVAL AND FIRST PUBLIC HEARING FOR THE ACCOUNTABILITY
                 POLICY THAT HAS BEEN DRAFTED IN CONCEPT TO SUPPORT ENVISION WCSD 2015 (10
                 Min. Presentation)

Type             Action

Preferred Date   Jun 28, 2011

Absolute Date    Jun 28, 2011

Recommended that the Board of Trustees gives preliminary approval for the Accountability Policy
Action      submitted and authorizes the required 15 day public posting and review period


PRESENTER(S) & PRESENTATION TIME:
Dr.Paul M. La Marca, Chief School Accountability Officer
(10 minutes)

DATE REPORT WRITTEN:June 13, 2011

SUMMARY: In January of 2011, the Board of Trustees directed the Superintendent to form a committee
of educational stakeholders to draft the Board’s first educational reform policy to enable the development
and implementation of a local accountability model. The Superintendent assembled an eclectic group of
stakeholders to include parents, community members, higher education representatives, teachers,
principals, and central office staff. That committee met formally on four occasions and informally on many
additional occasions to construct a recommended policy.

The Board of Trustees has been updated on the progress of the committee on several occasions and has
reviewed the policy recommendations. This is the first of two public hearings to take additional comment
on the policy before formal adoption.

ADDITIONAL BACKGROUND INFORMATION: The accountability policy will provide direction and
guidance to administration from the Board of Trustees to develop and implement a local accountability
model. The accountability model will not replace, but will augment, accountability requirements imposed
upon the district through federal and state mandate. The accountability model supports the Board’s
Envision WCSD 2015 and its Managed Performance Empowerment Action Plan for Reform. The initial focus
of the accountability model would be on schools but the accountability system will extend to central office
and all central office departments.

PREVIOUS BOARD ACTION:
Date:June 14, 2011 Regular meeting
Related Action:Board discussed the accountability policy recommendations.

Date:April 26, 2011 Regular meeting




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Related Action:Board received update on progress toward development of the
accountability policy.

Date:October 15-16, 2010 Board Work Session
Related Action:Don McAdams facilitated discussion regarding the development
of reform policies

ATTACHMENTS: Accountability Policy Draft

BOARD POLICY/DISTRICT GOAL: Goal 5àAlign Performance Management Systems, Objective
5.1àDevelop District Accountability Model for Student Achievement

LEGAL: N/A

FINANCIAL: NA

COMMUNITY INVOLVEMENT: Parent and community representatives have been a part of the
accountability committee. All principals have been issued the policy document and have been asked to
provide comment.

ALTERNATIVES: NA

SUPERINTENDENT’S RECOMMENDATION: that the Board of Trustees gives preliminary approval for
the Accountability Policy submitted and authorizes the required 15 day public posting and review period.




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                                                BOT-Pxxxx
                                             ACCOUNTABILITY
                                                                                         Adopted: Date
                                                                                          Revised: Date
                                                                    Monitoring Method: CSI Internal Audit
                                                                     Monitoring Frequency: Annual – July

Purpose
The vision for the Washoe County School District (WCSD) is for every child to graduate college and
highly-skilled career ready. To achieve this vision, persistent gaps in achievement between student
groups must be closed. Moreover, our schools must reach high standards of excellence that can only be
accomplished through a central focus on our core business, teaching and learning. Similarly, the primary
focus of central services must be to support schools in carrying out this core function.

Milestones identified in a Pathway to Excellence serve to establish the system-wide performance
expectations. To fulfill our promise to our students we must hold ourselves jointly accountable for
reaching our agreed to performance expectations. And as a system we must celebrate when we are
successful in this endeavor and we must take corrective action when we are less than successful.

Definition
An accountability system must provide a tool to objectively guide the Board of Trustees and District
administration in their decision making responsibilities. Based on clear expectations for performance,
data from multiple sources is collected and analyzed. Findings from the analysis are reported and lead
to action. The accountability system is no replacement for professional responsibility, but it is a signal to
the entire educational community that the Board is serious about ensuring that the needs for all
students are met.

Performance expectations fueling the system must pertain to the district as a whole, district divisions,
schools, administrators, teachers, and students. Performance indicators must include, but are not
necessarily limited to, those identified as part of the Pathway to Excellence and the foundation to the
academic pathway. The selected indicators reflect the values of the Board and the educational
community.

Accountability Principles
The WCSD accountability system is based on the following principles:

        The primary purpose of an accountability system is to identify system strengths and weaknesses
        so that appropriate action can be taken.
        The accountability system should be simple, clear, and easily understood.
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                                                                               ACCOUNTABILITY
                                                                                         Pg. 2

       Schools are the primary units of accountability. Schools must be held accountable for the
       performance of all students as well as the performance of student subgroups.
       School accountability must be aligned with principal and teacher evaluation systems.
       Student achievement must be the dominant measure of school performance. Other metrics
       should be included to fairly represent school performance and to stimulate attention to critical
       contextual variables.
       Where possible, student growth, student proficiency, and trends over time should be measured.
       To the extent practical, school culture/climate, student, teacher, and family engagement, and
       school leadership should be measured and included in accountability decisions affecting schools.
       All departments and offices in the district should be held accountable for their performance and
       the support they provide to schools.

Accountability Indicators
Performance expectations should include, but are not necessarily limited to, those identified as
part of the Pathway to Excellence and the foundation to the academic pathway. As a result,
different sets of indicators may comprise the evaluation of elementary school, middle school,
and high school performance. Because college and highly-skilled career readiness is an
overarching goal at every grade level, it is critical to consider the inclusion of performance
indicators that bridge the vertical alignment of grade levels. Hence, performance in middle
school years may be used as part of the elementary evaluation, performance in high school may
be used as part of the middle school evaluation, and performance in post-secondary
institutions may be used in evaluating high schools.

Indicators reflecting year-end expectations must be included in the system. However, leading
indicators must also be identified. Leading indicators refers to measures that can be taken
intermittently throughout the school year as progress toward year-end expectations is made.

Student Achievement Indicators
       State Assessments
       District Wide Assessments
       College Readiness Assessments
       Graduation, Dropout, Credit Attainment and College Remediation rates
Depending on the student achievement indicator in question, data yielded from the indicators
will be used to estimate:
       Absolute proficiency
       Improvement in proficiency rates
       Student growth

Foundational Indicators
       School Climate
           o Shared Leadership
           o Student, parent, community, and staff perceptions
       Student Behavior
           o Attendance
                                                                                     BOT-PXXXX
                                                                                 ACCOUNTABILITY
                                                                                           Pg. 3

           o Positive Behavioral Referrals
           o Suspensions/Expulsions
        Family Engagement

Department Level Key Performance Indicators
        Support responsiveness
        Customer satisfaction

Scoring
Schools will be classified along a continuum of effectiveness/quality using information from multiple
measures related to student achievement and school quality. The system should differentially weight
various indicators contributing to a school’s classification.

Weighting indicators may contribute to a quantitatively scaled index. Index scores can then be
compared against pre-established standards of performance that signify levels of classification (school
status). Year to year changes in index values can also be used to establish overall school improvement
over time (school progress).

School Classifications and Designations
Working from the indexed values, schools can receive annual status and progress classifications. School
designations should signify a relatively persistent school quality or characteristic. This means that
multiple years of classification should be used to recognize outstanding performance, or by contrast low
performance. Similarly, multiple years of classification should be used, if necessary, to remove such a
designation once earned. The rubric-driven designations should characterize schools based on the
various indicators used within the system.

Consequences
The classifications and designations must not simply be labels carrying intended or unintended value
implications, but they must inform the system and participants in meaningful ways. The system must
lead to action. Positive consequences as well as sanctions must be designed to motivate progress and
change. The differentiation of consequences at the systems level should be similar in nature to the
differentiation of instruction, intervention, and enrichment within the classroom, the differentiation in
support offered to teachers from administrators, and the differentiation of support offered to principals
from central office.

Additionally, consequences of the system must circle back to the Board’s Theory of Action, Managed
Performance Empowerment. Exemplary performance should be rewarded and lead to increasing levels
of school autonomy. Performance indicative of Less than Expected Progress should lead to greater
district management of site-based decisions. Both autonomy as well as corrective action should be
tiered taking into consideration sustainability of high performance and persistence of low performance.
Schools may be placed in a position based on performance to request autonomous action through
articulation of a plan.
                                                                                      BOT-PXXXX
                                                                                  ACCOUNTABILITY
                                                                                            Pg. 4


The consequences, both positive and negative, apply equally to central office as they do to schools. For
example, central office must actively learn from high achieving schools. It must identify those practices
that seem to be contributing to the positive outcomes as well as those that are producing negative
results.

For schools not performing to expectations, central office must provide comprehensive and relevant
support. Central office cannot manage instruction unless it can deliver structures and professional
support for those structures enabling schools to carry out district directives.

As noted, the school is the central unit being considered within the accountability system. Therefore,
generally speaking consequences accruing from accountability results are coupled with the building as a
whole.

Reporting
The school district staff are accountable to students; to parents; to the community; and to one another
as fellow educators. Clear and transparent information should be provided in both digital and paper
formats as well as in multiple languages.

Parents need to have timely information available regarding the performance of other schools where
they may choose to enroll their children and the implications of making such a choice (e.g.,
transportation, sports involvement).

Information should be gathered and reported cyclically throughout the year, prior to year-end
expectations. This would include communication to multiple audiences with year-end summaries of
performance that carry school classifications and designations (e.g., scorecards) as well as intermittent
reports of leading indicators or relevant information pertaining to progress toward reaching year-end
expectations (e.g., dashboards). The District must meet its responsibility to communicate clearly to
multiple stakeholders using the cycle of reporting.

Principals must be able to learn from the information in order to plan for change and to make midcourse
corrections as needed throughout a school year and parents need clear information that better enables
them to engage meaningfully in the school environment to partner and support the academic
development of their children.

Evaluation
In addition to public and internal reporting of accountability findings, the accountability system should
be evaluated annually. The evaluation should include 1) an analysis of the range of performance among
schools, 2) consistency in performance among schools, 3) and an analysis of the individual component
indicators used in the comprehensive analysis. The evaluation should include a qualitative review with
data from the perspective of principals, parents, and community members. Information collected from
these constituent groups should focus on qualities of the system that are perceived to be positive as
                                                                                      BOT-PXXXX
                                                                                  ACCOUNTABILITY
                                                                                            Pg. 5

well as qualities perceived to be negative. Once the system is established, revisions to the evaluation
process should be considered.

When applicable, an external independent review of the system should be considered. This should
include an audit of the mechanics of the system as well as a comparison of the system to benchmark
school districts with like student characteristics.

A synthesis of this quantitative and qualitative information should be used to inform recommendations
made to the Board regarding possible revisions to the system. The evaluation and recommendations
should be presented to the Board in the form of a written report delivered at a Board work session.


Monitoring Report Indicators:
Annual evaluation: a comprehensive review including;
        1) An analysis of the range of performance among schools,
        2) Consistency in performance among schools, and
        3) An analysis of the individual component indicators used in the comprehensive analysis.


Associated Documents:
    1. Accountability Procedures:
    2. School Classifications and Designations Procedure:
    3. School Consequences:
    4. Achieving Autonomy:



Legal References:
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Agenda Item Details
Meeting         Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category        7. Presentation/Information Item (No Action)

Subject         7.01 PERFORMANCE REVIEW OF THE ENGLISH LANGUAGE LEARNER DEPARTMENT AND
                SPECIAL EDUCATION DEPARTMENT (20 Min. Presentation)

Type            Discussion, Presentation



PRESENTER(S) & PRESENTATION TIME:
Scott Reynolds, Chief Student Support Services Officer
Virginia Copeland, Stetson & Associates

DATE REPORT WRITTEN: June 7, 2011

SUMMARY:
The Student Support Services – English Language Learners and Special Education Departments underwent
an external program review during the spring 2011. The purpose of the program review was to evaluate
the delivery of services for English Language Learners and Special Education students to assist with the
continuous improvement process. Results of the performance review will also assist WCSD staff to
implement appropriate educational services for English Language Learners and students with disabilities in
an effort to close or eliminate the achievement gap.

ADDITIONAL BACKGROUND INFORMATION: NA

PREVIOUS BOARD ACTION: NA

ATTACHMENTS:
See Attachment A:     ELL Project Team Templates, ELL Action Plans

See Attachment B:     SE Project Team Templates, SE Action Plans

See Attachment C:     Executive Summary


WCSD STRATEGIC PLAN:

English Language Learners:

1.1.10: Additional opportunities for two-way immersion (TWI) language (Spanish/English) programs in
elementary schools will be increased.

1.2.8: Instruction for English Language Learners (ELLs) will be responsive to the needs of students and
based on the national framework for High-Quality English Language Proficiency Standards and




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Assessment. Its impact will be measured by student achievement data. ELL and classroom teachers will
team-teach wherever appropriate.

1.2.9: A comprehensive audit will determine strengths and areas for improvement in ELL services. The
numbers of responsible inclusion programs for ELL students will continue to increase where appropriate.

2.2.3: All teachers and administrators will receive training in teaching English language learners (e.g.,
TESOL endorsement, and/or SIOP or GLAD) and students with special needs.


Special Education:

1.2.7: Accountability efforts will be expanded for school level instructional outcomes for students with
disabilities and will ensure compliance with state and federal mandates related to special education and
Section 504 services.

1.2.9: A comprehensive audit will determine strengths and areas for improvement in special education
services. The numbers of responsible inclusion programs for special education students will continue to
increase where appropriate.

2.2.2: Inclusionary instructional practices will be expanded through effective professional
development in the areas of differentiated instruction, co-teaching, scheduling, and site-
based leadership.

4.1.4: Fully articulated delivery service models will be provided for specialized programs (e.g., SIP, CLS
Strategies, Social Resource programs) and resource room programming.


LEGAL: NA

FINANCIAL: NA

COMMUNITY INVOLVEMENT: NA

ALTERNATIVES: NA

RECOMMENDED ACTION: NA




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  ELL Project Template 1.1.10 Two-Way Imersion Project.pdf (212 KB)

  ELL Action Plan 1.1.10 TWI Program.pdf (167 KB)

  ELL Project Template 1.2.8 ELL Achievement Objective Project pg 1.pdf (217 KB)

  ELL Action Plan 1.2.8 Achievementt Obj.pdf (96 KB)

  ELL Project Template 1.2.9 ELL Inclusion Project pg 1.pdf (214 KB)

  ELL Project Template 1.2.9 ELL Inclusion Project pg 2.pdf (215 KB)

  ELL Action Plan 1.2.9 Inclusion Project.pdf (275 KB)

  ELL Project Template 2.2.3 ELL Prof Development pg 1.pdf (219 KB)

  ELL Project Template 2.2.3 ELL Prof Development pg 2.pdf (211 KB)

  ELL Action Plan 2.2.2 PD Project.pdf (85 KB)

  SE Project Template 1.2.7 SE & Section 504 Compliance Project pg 1.pdf (219 KB)

  SE Project Template 1.2.9 SE Inclusion Project pg 1.pdf (220 KB)

  SE Project Template 2.2 SE Prof Development Project pg 1.pdf (220 KB)

  SE Project Template 2.2 SE Prof Development Project pg 3.pdf (217 KB)

  Spec Ed Action plan 2.2.2.pdf (300 KB)

  SE Project Template 4.1.4 SE Service Delivery Model Project pg 1.pdf (213 KB)

  Spec Ed Action plan 4.1.4.pdf (280 KB)         Executive Summary.pdf (921 KB)




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                                                                                                                                        Attachment A


                                             Washoe County School District In Action
                                              Two-Way Immersion Program Project

Strategic Plan Action Item:
1.1 - Provide all students with extensive opportunities, challenges, and support in achieving continuous academic success.


Division/Department Core Target:
1.1.10: Additional opportunities for two-way immersion (TWI) language programs in elementary schools will be increased.


Goal:
   Two-Way Immersion Programs at Elementary Schools where students complete 6th grade bilingual, bi-literate and bi-cultural Spanish/English in
   Spring 2015.
   Add 3nd grade to Jessie Beck ES resulting in fourTWI classrooms (K, 1st, 2nd and 3rd) Fall 2011.
   Add 2nd grade to Mt. Rose ES resulting in four TWI classrooms (Pre-K, K, 1st and 2nd) Fall 2011.
   Add 2nd grade to Donner Springs ES resulting in four TWI classrooms (Pre-K, K, 1st and 2nd) Fall 2011.
   Begin Language Academy 1st grade to two classrooms at Echo Loder Fall 2011.
   Add Chinese (Mandarin) Classes for all Echo Loder students in grades 2-6 Fall 2011.



Metric:

Performance Measure: To increase the number of classes with TWI programs in the district:

FY 2010                    FY 2011                   FY 2012
Actual                    Estimate                 Recommended
  8                         14                          20

Explanation: This measure looks at the total number of Two-Way Immersion (TWI) classrooms in the school district. In order to ensure program
excellence, the district is adding classes at elementary schools currently housing the TWI strands to be certain there are sufficient qualified bilingual
teachers as well as funding.
                                                                                                                                              Attachment A


                                                                                   Action Plan

                                                                                          Person(s)
                                  Action:                                   Date                              Funding      Connection to Student Achievement
                                                                                         Responsible

1.   Open 3rd grade TWI class at Beck                                     2011-2012    Mary Ann Robinson      Applicable   A child benefits in many ways from
     Open 2nd grade TWI class at both Mt. Rose and Donner Springs                        Krissy Brown                      learning a second language. Studies
     Open Language Academy Spanish/English program opening in                            Muriel Dickey                     show that these include:
     2011-2012 at Echo Loder                                                              June Gronert
                                                                                                                                   Improved academic
                                                                                           Chad Hicks
     Open Mandarin class as an enrichment program at Echo Loder for                                                                achievement,
                                                                                           Peter Cobin
     all students in grades 2-6                                                          Joanne Everts                             Increased mental flexibility and
                                                                                         Kein Lachelli                             creativity
                                                                                                                                   Enhanced expressive abilities
2.   Provide parent information meetings regarding the Two-way            2011-2015    Mary Ann Robinson        Not        Informed parents are critical in the
     Immersion (TWI) program.                                                            Krissy Brown         Applicable   success of students in a TWI program.
                                                                                         Muriel Dickey                     Parents are provided with information on
                                                                                          June Gronert                     second language acquisition, curriculum,
                                                                                           Chad Hicks
                                                                                                                           and expectations and are able to ask
                                                                                           Peter Cobin
                                                                                         Joanne Everts                     questions and provide feedback for staff.
                                                                                         Kein Lachelli
3.   Develop curriculum and select and purchase Mandarin material.         9-2010      Mary Ann Robinson       $1,174      Developing the curriculum and selecting
                                                                                         Kein Lachelli                     the appropriate material for the Mandarin
                                                                                                                           program is important to the success of
                                                                                                                           the program.
3.   Visit Mandarin and TWI programs in the Bay Area.                      11-2010     Mary Ann Robinson       $3,000      Visiting successful programs, meeting
                                                                                           Chad Hicks                      with principals and teachers to discuss
                                                                                          Peter Cobin                      program implementation and barriers is
                                                                                       Echo Loder Staff (3)                vital for staff beginning a new program.
                                                                                                                           The WCSD group learned that the
                                                                                                                           material selected for Echo Loder is used
                                                                                                                           in the Madarin program.
     Visit Beijing, China to learn about Mandarin instruction at a five    11-2010        Kein Lachelli         Not        Kein Lachelli, Echo Loder’s ELL
     day training.                                                                                            Applicable   Coordinator and Mandarin teacher was
                                                                                                                           invited to attend five-days of training in
                                                                                                                           Beijing. The Confucius Institute funds
                                                                                                                           an organization, “Hanban”, to train
                                                                                                                           teachers from around the world in
                                                                                                                           teaching Mandarin, at no cost to the
                                                                                                                           districts. This training provided Ms
                                                                                                                           Lachelli with material, strategies and
                                                                                                                                      Attachment A
                                                                                                                   techniques to begin a Mandarin program
                                                                                                                   at Echo Loder.
4.   Monthly meeting of the TWI principals and staff.                   2010-2015   Mary Ann Robinson   $2,400     The importance of collaboration and
                                                                                                                   communication is repeated frequently in
                                                                                                                   the field of teaching and teacher quality.
                                                                                                                   Some of the best ways for teachers to
                                                                                                                   strengthen their skills are by sharing
                                                                                                                   findings and ideas with one another.
5.   Attend the National Association of Bilingual Educators (NABE) to    2-2011     Mary Ann Robinson   $15,227    It is vital to learn about successful TWI
     learn about successful programs, materials and instructional        2-2015        Peter Cobin      Each yr.   programs from other districts for the
     practices.                                                                       TWI Teachers                 benefit of the TWI students in WCSD.
                                                                                     TWI Principals
                                                                                                                                             Attachment A




Project Team Template



                           The Two-Way Immersion Program Project initiative will result in an extraordinary workforce
                     in which every employee assumes 100% responsibility for academic gains for students of all backgrounds


Charge Statement: 1.1 - Provide all students with extensive opportunities, challenges, and           Project Sponsor: Jane Woodburn, Chief Operations Officer
support in achieving continuous academic success. (Green)
                                                                                                     Project Manager: Mary Ann Robinson, ELL Coordinator
Deliverables:
(SMART Goals – Specific, Measureable, Agreed to, Realistic and Time Specific) Page 1 of 1:           Project Team Members:
1.1.10: Additional opportunities for two-way immersion (TWI) language (Spanish/English)
programs in elementary schools will be increased.                                                    Krissy Brown, Principal
    Two-Way Immersion Programs at Elementary Schools where students complete 6th grade               Muriel Dickey, Principal
    bilingual, bi-literate and bi-cultural in Spring 2015.                                           June Gronert, Principal
    Add 3rd grade to Jessie Beck ES resulting in four TWI classroom (K,1st, 2nd and 3rd) Fall 2011   Chad Hicks, Principal
    Add 2nd grade to Mt. Rose ES resulting in four TWI classrooms (Pre-K, K, 1st and 2nd) Fall       Peter Cobin, ELL Elementary PC
    2011.                                                                                            Abby Barrjas, TWI Teacher
    Add 2nd grade to Donner Springs ES resulting in four TWI classrooms (Pre-K, K, 1st and 2nd)      Lucy Castillo, TWI Teacher
    Fall 2011.                                                                                       Giesela Daniel, TWI Teacher
                                                                                                     Rosanna Gonzales, TWI Teacher
    Add Chinese classes for all students in grades 2-6 at Echo Loder Fall 2011.
                                                                                                     Laura Hill, TWI Teacher
    Open Language Academy Dual Language 1st grade in two classrooms at Echo Loder Fall
                                                                                                     Joy Oates, TWI Teacher
    2011.
                                                                                                     Bonnie Serpa, TWI Teacher


____________________________________________________________________________
Project Scope: 1.1: To increase the number of classes with TWI programs and to provide WCSD
students with extensive opportunities, challenges, and support in achieving continuous
academic success in two languages. In order to ensure program excellence, the district is
adding classes at elementary schools currently housing the TWI strands.
                                                                                                                                            Attachment A


                                      Washoe County School District In Action
                              English Language Learners Achievement Objective Project

Strategic Plan Action Item:
1.2 - Provide all students with extensive opportunities, challenges, and support in achieving continuous academic success.


Division/Department Core Target:
1.2.8: Instruction for English Language Learners (ELLs) will be responsive to the needs of students and based on the national framework for High-
Quality English Language Proficiency Standards and Assessment. Its impact will be measured by student achievement data. ELL and classroom
teachers will team-teach wherever appropriate.



Goal:
   An ELL representative serves on each Achievement Steering Committee for 19 in high need schools, as measured by representative attendance during school
   year 2011-2012.
   The ELL Department will provide SIOP and GLAD strategies and professional development to teachers and Administrators, as measured by professional
   development during school years 2011-2015.
   The ELL Department will provide differentiated ELL professional development customized for school needs to include, but not limited to, formal sessions,
   case discussion, coaching, PLC’s, data teams, etc., as measured by professional development during school years 2011-2015.
   The ELL Department will provide training for the implementation of Avenues, the English Language Development program selected for elementary ELLs, as
   measured by professional development during school year 2011-2015.
   Non-ESL schools will have a consultative relationship with an ELL Program Consultant to assist in making decisions regarding student data, as measured by
   participation at performance management meetings during school year 2011-2012.
   Provide each school with district monitoring regarding records and student performance to provide structured technical assistance where needs
   have been identified, as measured by record and student performance reviews during school years 2011-2015.
   The ELL Department will assist schools to ensure appropriate implementation practices of SIOP and GLAD, as measured by administrator walk-through
   observation protocols. The results of the observations can then be reviewed by the ELL Department to provide feedback necessary for continuous
   improvement, as measured by observations during school years 2011-2015.
   The ELL Department will design guidelines for determining the type and level of service and support required for each ELL student, as measured by the
   implementation of department guidelines during school year 2011-2012.
   The ELL Department will provide professional development to teachers, paraprofessionals and administrators for establishing teacher guidelines in lesson
   planning (i.e. to identify processes, materials and/or requirements) for ELL students, as measured by professional development training during school years
   2011-2015.
                                                                                                                                           Attachment A
   The ELL Department will provide general education and ELL teachers with support in the area of math instruction relative to ELL students, as measured by
   professional development during school years 2011-2015.



Metric:

Performance Measure: To continue meeting AMAO as a District.

  FY 2010              FY 2011                 FY 2012
   Yes                  Yes                     Yes

Explanation: Annual Measurable Achievement Objectives (AMAO) for the 2009-2010 school year indicates that WCSD’s ELLs met the NDE
mandated goals. 64$ of the ELLs increased their score by at least 25-points out performing the 51% goal. 16.2% of the ELLs exited the program,
again exceeding the goal of 14.2%. WCSD did make AYP in the LEP cell.


Performance Measure: To increase the percentage of schools meeting AMAO 1:

  FY 2010              FY 2011                FY 2012
   Actual              Estimate              Recommended
    72%                  74%                      80%
 63 Schools           65 Schools              70 Schools

Explanation: This measure reports the percentage of schools with 51%, or more, of students making at least a 25-point gain on the ELPA. The
State Annual Measurable Objective (AMAO) for the 2010-2011 school year will be 52%, a 1% increase.


Performance Measure: To increase the percentage of schools meeting AMAO 2:

  FY 2010             FY 2011                 FY 2012
   Actual             Estimate               Recommended
    67%                  73%                    85%
 58 Schools          64 Schools               74 Schools

Explanation: This measure reports the percentage of schools with students exiting the ELL program as measured by the ELPA. The Annual
Measurable Achievement Objectives (AMAO) for the 2009-2010 school year in Nevada was 14.2% and will increase .2% annually.
                                                                                                                                          Attachment A
Performance Measure: To increase the percentage of schools meeting AMAO #3 (Part 1), making AYP (not including “safe harbor”) in the LEP
ELA cell:

  FY 2010              FY 2011                FY 2012
   Actual              Estimate             Recommended
    33%                  41%                    55%
 24 Schools           30 Schools             40 Schools

Explanation: This measure reports the percentage of schools meeting the Annual Measurable Objectives (AMO) in the LEP cell on the Math
Criterion Reference Test/High School Proficiency Exam, without the benefit of “safe harbor,” identifying the school as making AYP.


Performance Measure: To increase the percentage of schools meeting AMAO #3 (Part 1), making AYP (not including “safe harbor”) in the LEP
Math cell:

  FY 2010              FY 2011                FY 2012
   Actual              Estimate             Recommended
    33%                  41%                    55%
 24 Schools           30 Schools             40 Schools

Explanation: This measure reports the percentage of schools meeting the Annual Measureable Objectives (AMO) in the LEP cell on the Math
Criterion Reference Test/High School Proficiency Exam, without the benefit of “safe harbor,” identifying the schools as making AYP.




                                                                                 Action Plan

                                                                                         Person(s)
                                 Action:                                  Date                              Funding     Connection to Student Achievement
                                                                                        Responsible
1.   A representative from the ELL department will serve on one Zone    2011-2012      ELL Department       Use of      ELL Representatives will serve as a
     to provide information and assistance for issues regarding ELLs.                Area Superintendents   current     resource regarding ELL issues in order to
                                                                                                            ELL staff   ensure appropriate decisions are made
                                                                                                                        when addressing ELL issues.

2.   Ongoing professional development and support will be provided,     2011-2012      ELL Department       Use of      Both the SIOP and GLAD Models are
     by the ELL departments Program Consultants, SIOP Trainer, and                                          current     research-based and validated models of
                                                                                                                                             Attachment A
     GLAD Trainers for elementary general education classroom                                               ELL staff    sheltered instruction. Professional
     teachers, ELL Facilitators, SIOP Coaches and implementation                                            Title II &   development in the SIOP and GLAD
     specialists on strategies (SIOP & GLAD) for instructing ELLs,                                          III funds    models help teachers plan and deliver
     with a focus on English language development using Avenues.                                                         lessons that allow English learners to
                                                                                                                         acquire academic knowledge as they
     Professional Development will include, but is not limited to,                                                       develop English language proficiency.
     attendance via web-based, site-based, and/or district workshop(s).                                                  Avenues is a research based English
     Professional development will provide coordination with Area                                                        language development program that
     Teams which will increase the cycle of continuous feedback, in an                                                   provides teachers the tool to facilitate
     effort to identify priorities and strategies for data driven                                                        learning in reading, writing, listening and
     improvement.                                                                                                        speaking English.

3.   WCSD administrators will receive professional development on          2011-2015      SIOP Trainer      Use of       Professional development for
     SIOP with an emphasis on what to “look for” in a sheltered                          GLAD Trainers      current      administrators is crucial in the successful
     classroom. The ELL Department will provide walk-through                               ELL PCs          ELL staff    implementation of SIOP/GLAD in
     observation protocols for administrators and assist in collecting                                                   WCSD schools. This action plan will
     and analyzing data.                                                                                                 provide administrators with the tools
                                                                                                                         needed to assist teachers in sheltered
     Professional Development will include, but is not limited to,                                                       strategies increasing their ability to
     attendance via web-based, site-based, and/or district workshop(s).                                                  achieve continuous academic success.
     Professional development will provide coordination with Area
     Teams which will increase the cycle of continuous feedback, in an
     effort to identify priorities and strategies for data driven
     improvement.

4.   ELL Elementary Program Consultants, SIOP Coaches, and ELL             2010-2012       El. ELL PC       Applicable   Both the SIOP and GLAD models are
     Facilitators will deliver a systematic training process to schools.                 GLAD Trainers                   research-based and validated models of
     They will also provide professional development, ongoing support                     SIOP Trainer                   sheltered instruction. Professional
     and guidance to schools.                                                             SIOP Coaches                   development in the SIOP and GLAD
                                                                                         ELL Facilitators
                                                                                                                         models help teachers plan and deliver
     Professional Development will include, but is not limited to,                                                       lessons that allow English learners to
     attendance via web-based, site-based, and/or district workshop(s).                                                  acquire academic knowledge as they
     Professional development will provide coordination with Area                                                        develop English language proficiency.
     Teams which will increase the cycle of continuous feedback, in an
     effort to identify priorities and strategies for data driven
     improvement.

                                                                                       ELL/WL Coordinator
5.   Non-ESL schools will have a consultative relationship with an         2011-2012      ELL EL. PCs       Use of       ELL Representatives will serve as a
     ELL Program Consultants to assist in making decisions regarding                      ELL Sec. PC       Current      resource regarding ELL issues in order to
     student data, as measured by participation at performance                            SIOP Trainer      ELL Staff    ensure appropriate decisions are made
                                                                                                                                   Attachment A
     management meetings.                                                                                       when addressing ELs.


6.   The ELL Department will visit schools annually to monitor         2011-2015      ELL/WL        Use of      ELL Representatives will monitor
     records and will use the ELPA scores, to monitor student                        Coordinator    current     schools and provide them with ELPA
     performance. Structured technical assistance will be provided                    ELL PCs       ELL staff   scores, AMAO results as well as
     where needs are identified.                                                   ELL Assessment               technical assistance to ensure appropriate
                                                                                     Technicians                decisions are made when addressing
                                                                                    ELL Testing                 ELs.
                                                                                     Coordinator
7.   The ELL Department will design guidelines for determining         2011-2015      ELL/WL        Use of      ELL staff will design guidelines for
     the type and level of service and support required for each                     Coordinator    current     schools to follow to ensure correct level
     ELL student.                                                                     ELL PCs       ELL staff   and type of service and support.

8.   The ELL Department will provide professional development          2011-2015      ELL/WL        Use of      ELL staff will design guidelines for
     to teachers, paraprofessionals and administrators for                           Coordinator    current     administrators in utilizing follow-up
     establishing teacher guidelines in lesson planning (i.e. to                      ELL PCs       ELL staff   strategies and continued monitoring to
     identify processes, materials and/or requirements) for ELL                                                 ensure consistent application of the
     students.                                                                                                  lesson planning process.

     Professional Development will include, but is not limited to,
     attendance via web-based, site-based, and/or district
     workshop(s). Professional development will provide
     coordination with Area Teams which will increase the cycle
     of continuous feedback, in an effort to identify priorities and
     strategies for data driven improvement.


9.   The ELL Department will provide professional development          2011-2015      ELL/WL        Use of      The tables in the “Cognitive
     to K-8 general education and ELL teachers using the                             Coordinator    current     Grammar for Math” document
     “Cognitive Grammar for Math” process which assists                               ELL PCs       ELL staff   represent the linguistic development
     teachers in developing lesson plans designed to meet the                                                   that must occur in order for students
     linguistic development that must occur in order for students                                               to succeed in meeting the CCSS for
     to succeed in meeting the Common Core mathematics                                                          mathematics. This sequence of
     standards.                                                                                                 development is particularly relevant
                                                                                                                to ELs, and their teachers can make
     Professional Development will include, but is not limited to,                                              sure that their instruction targets the
     attendance via web-based, site-based, and/or district                                                      appropriate language skills.
     workshop(s). Professional development will provide
                                                                  Attachment A
coordination with Area Teams which will increase the cycle
of continuous feedback, in an effort to identify priorities and
strategies for data driven improvement.
                                                                                                                                             Attachment A




Project Team Template



                  The English Language Learner Achievement Objective Project initiative will result in an extraordinary workforce
                     in which every employee assumes 100% responsibility for academic gains for students of all backgrounds


Charge Statement: 1.2 - Provide all students with extensive opportunities, challenges, and support in achieving        Project Sponsor:
continuous academic success. (Yellow)                                                                                  Jane Woodburn, Chief Operations Officer

Deliverables:                                                                                                          Project Manager:
(SMART Goals – Specific, Measureable, Agreed to, Realistic and Time Specific) Page 1 of 2:                             Mary Ann Robinson, ELL Coordinator
1.2.8: Instruction for English Language Learners (ELLs) will be responsive to the needs of students and based on the
national framework for High-Quality English Language Proficiency Standards and Assessment. Its impact will be          Project Team Members:
measured by student achievement data. ELL and classroom teachers will team-teach wherever appropriate.
    An ELL representative serves on each Achievement Steering Committee for 19 in high need schools, as                Mary Ann Robinson, ELL Coord
    measured by representative attendance during school year 2011-2012.                                                Peter Cobin, ELL Elementary PC
    ELL Program Coordinators will provide SIOP and GLAD strategies and follow-up support for teachers and              Diana Walker, ELL Secondary PC
    Administrators; differentiated ELL professional development customized for school needs and training for the       Trudy Nunn, ELL Testing Coordinator
    implementation of Avenues, the English Language Development program selected for elementary ELLs, as               Edith Gaw, GLAD Trainer
    measured by professional development during school year 2011-2012.                                                 Kris Gingras, GLAD Trainer
    Non-ESL schools will have a consultative relationship with an ELL Program Coordinator to assist in making          Kimberly Howland, SOP Trainer
    decisions regarding student data, as measured by participation at performance management meetings during           Janeen Kelly, ELL ELementary PC
    school year 2011-2012.
    The ELL Department will provide SIOP and GLAD strategies and professional development to teachers and
    Administrators, as measured by professional development during school years 2011-2015.
    The ELL Department will provide differentiated ELL professional development customized for school needs to
    include, but not limited to, formal sessions, case discussion, coaching, PLC’s, data teams, etc., as measured by
    professional development during school years 2011-2015.
    The ELL Department will provide training for the implementation of Avenues, the English Language
    Development program selected for elementary ELLs, as measured by professional development during school
    year 2011-2015.
    Non-ESL schools will have a consultative relationship with an ELL Program Coordinator to assist in making
    decisions regarding student data, as measured by participation at performance management meetings during
    school year 2011-2012. (Stetson & Assoc’s 2011 Audit, #30 )
                                                                                                                                           Attachment A




Project Team Template



                        The English Language Learner Inclusion Project initiative will result in an extraordinary workforce
                    in which every employee assumes 100% responsibility for academic gains for students of all backgrounds


Charge Statement: Provide all students with extensive opportunities, challenges, and support in            Project Sponsor:
achieving continuous academic success. (Yellow)                                                            Jane Woodburn, Chief Operations Officer

                                                                                                           Project Managers:
Deliverables:                                                                                              Mary Ann Robinson, ELL Coordinator
(SMART Goals – Specific, Measureable, Agreed to, Realistic and Time Specific) Page 1 of 2:
1.2.9: A comprehensive audit will determine strengths and areas for improvement in ELL services. The       Project Team Members:
numbers of responsible inclusion programs for ELL students will continue to increase where appropriate.
    Stetson & Associates, Inc. will perform an audit in the Spring of 2011.                                Mary Ann Robinson, ELL Coord
    All elementary schools will educate English Language Learners in general education classrooms and      Peter Cobin, ELL Elementary PC
    will utilize a continuum of services which support academic performance in the general education       Diana Walker, ELL Secondary PC
    curriculum. In addition, time will be spent focusing on English language development, as measured      Trudy Nunn, ELL Testing Coord
    by the English Language Proficiency Assessment (ELPA) during school year 2010-2011.                    Edith Gaw, GLAD Trainer
    All secondary schools will follow the ELL Course Sequence, provided in Accepted Practices, for         Kris Gingras, GLAD Trainer
    English Language Development courses and general education classrooms for core content courses.        Kimberly Howland, SOP Trainer
    Schools will utilize a continuum of services which support academic performance in general             Janeen Kelly, ELL ELementary PC
    education curriculum, as measured by the English Language Proficiency Assessment (ELPA) during
    school year 2010-2011.
    Differentiated instruction techniques will be provided to staff at schools to increase knowledge of
    expected classroom practices and responsible inclusion programs for students learning English, as
    measured by professional development training during school year 2010-2015.
    The ELL Administrator, ELL Program Consultants and ELL Testing Coordinator will provide school staff
    with program implementation, instructional strategies, compliance mandates, technical assistance
    and support, as measured by professional development during school year 2010-2011.

Project Scope: 1.2: To provide all ELLs with extensive opportunities, challenges, and support in
achieving continuous academic success while delivering high-quality differentiated instruction.
                                                                                                                                          Attachment A




Project Team Template



                        The English Language Learner Inclusion Project initiative will result in an extraordinary workforce
                    in which every employee assumes 100% responsibility for academic gains for students of all backgrounds


Charge Statement: Provide all students with extensive opportunities, challenges, and support in           Project Sponsor:
achieving continuous academic success. (Yellow)                                                           Jane Woodburn, Chief Operations Officer

                                                                                                          Project Managers:
Deliverables:                                                                                             Mary Ann Robinson, ELL Coordinator
(SMART Goals – Specific, Measureable, Agreed to, Realistic and Time Specific) Page 2 of 2:
1.2.9: A comprehensive audit will determine strengths and areas for improvement in ELL services. The      Project Team Members:
numbers of responsible inclusion programs for ELL students will continue to increase where appropriate.
    The ELL Department will enhance communication links throughout the district, parents and              Mary Ann Robinson, ELL Coord
    community (including information and documents) via the WCSD website, as measured by                  Peter Cobin, ELL Elementary PC
    information and documents found on the ELL website during school years 2011-2015. (Stetson &          Diana Walker, ELL Secondary PC
    Assoc’s 2011 Audit, # 4 )                                                                             Trudy Nunn, ELL Testing Coord
    The ELL Department will develop a stakeholder committee comprised of, but not limited to, parents,    Edith Gaw, GLAD Trainer
    teachers and administrators which will review major department initiatives to better inform the       Kris Gingras, GLAD Trainer
    district on acceptance and progress, as measured by stakeholder committee meetings during school      Kimberly Howland, SOP Trainer
    years 2011-2015. (Stetson & Assoc’s 2011 Audit, #5 )                                                  Janeen Kelly, ELL ELementary PC
    The WCSD will create and continue opportunities for parents of ELL students to be involved in the
    education process (i.e. English classes for parents, etc.), as measured by the creation and
    continuance of opportunities for parents during school years 2011-2015. (Stetson & Assoc’s 2011
    Audit, #6 )




Project Scope: 1.2: To provide all ELLs with extensive opportunities, challenges, and support in
achieving continuous academic success while delivering high-quality differentiated instruction.
                                                                                                                                                Attachment A


                                            Washoe County School District In Action
                                          English Language Learners Inclusion Project

Strategic Plan Action Item:
1.2. - Provide all students with extensive opportunities, challenges, and support in achieving continuous academic success.


Division/Department Core Target:
1.2.9: A comprehensive audit will determine strengths and areas for improvement in ELL services. The numbers of responsible inclusion programs for ELL
students will continue to increase where appropriate.

Goal:
   Stetson & Associates, Inc. will perform an audit in the Spring of 2011.
   All elementary schools will educate English Language Learners in general education classrooms and will utilize a continuum of services which support
   academic performance in the general education curriculum. In addition, time will be spent focusing on English language development, as measured by the
   English Language Proficiency Assessment (ELPA) during school year 2010-2011.
   All secondary schools will follow the ELL Course Sequence, provided in Accepted Practices, for English Language Development courses and general education
   classrooms for core content courses. Schools will utilize a continuum of services which support academic performance in general education curriculum, as
   measured by the English Language Proficiency Assessment (ELPA) during school year 2010-2011.
   Differentiated instruction techniques will be provided to staff at schools to increase knowledge of expected classroom practices and responsible inclusion
   programs for students learning English, as measured by professional development training during school year 2010-2015.
   The ELL Administrator, ELL Program Consultants and ELL Testing Coordinator will provide school staff with program implementation, instructional strategies,
   compliance mandates, technical assistance and support, as measured by professional development during school year 2010-2011.
   The ELL Department will enhance communication links throughout the district, parents and community (including information and documents) via the WCSD
   website, as measured by information and documents found on the ELL website during school years 2011-2015. (Stetson & Assoc’s 2011 Audit, #4 )
   The ELL Department will develop a stakeholder committee comprised of, but not limited to, parents, teachers and administrators which will review major
   department initiatives to better inform the district on acceptance and progress, as measured by stakeholder committee meetings during school years 2011-
   2015. (Stetson & Assoc’s 2011 Audit, # 5)
   The WCSD will create and continue opportunities for parents of ELL students to be involved in the education process (i.e. English classes for parents, etc.), as
   measured by the creation and continuance of opportunities for parents during school years 2011-2015. (Stetson & Assoc’s 2011 Audit, # 6)
                                                                                                                                       Attachment A

Metric:
Performance Measure: To continue meeting AMAO as a District.

FY 2010                    FY 2011                 FY 2012
Actual                     Estimate               Recommended
 Yes                         Yes                     Yes

Explanation:


Performance Measure: To add English classes for parents of ELLs.

FY 2010                    FY 2011                  FY 2012
Actual                     Estimate               Recommended
 TBA                        TBA                       TBA

Explanation:




                                                                                Action Plan

                                                                                       Person(s)
                                Action:                                  Date                           Funding      Connection to Student Achievement
                                                                                      Responsible
1.   A comprehensive audit for the ELL program will be conducted by   Spring 2011   Mary Ann Robinson   Applicable   This action plan will provide all WCSD
     Stetson & Associates, Inc.                                                       Diana Walker                   students with extensive opportunities,
                                                                                       Trudy Nunn                    challenges, and support in achieving
                                                                                     Agnes Daemen                    continuous academic success while
                                                                                        Edith Gaw
                                                                                                                     delivering high-quality differentiated
                                                                                       Kris Gingras
                                                                                    Kimberly Howland                 instruction.
                                                                                       Janeen Kelly
                                                                                        Maria Ruiz
                                                                                       Kay Windle

2.   Ongoing professional development and support will be provided,   2010-2015     Mary Ann Robinson   Applicable   Both the SIOP and GLAD models are
     by the ELL departments Program Coordinators, SIOP Trainer, and                    Diana Walker                  research-based and validated models of
     GLAD Trainers to elementary mainstream classroom teachers,                         Edith Gaw                    sheltered instruction. Professional
                                                                                                                                           Attachment A
     ELL Facilitators, SIOP Coaches and implementation specialists                       Kris Gingras                  development in the SIOP and GLAD
     on strategies (SIOP & GLAD) for instructing ELLs, with a focus                    Kimberly Howland                models help teachers plan and deliver
     on English language development using Avenues.                                      Janeen Kelly                  lessons that allow English learners to
                                                                                                                       acquire academic knowledge as they
     Professional Development will include, but is not limited to,                                                     develop English language proficiency.
     attendance via web-based, site-based, and/or district workshop(s).                                                Avenues is a research based English
     Professional development will provide coordination with Area                                                      language development program that
     Teams which will increase the cycle of continuous feedback, in an                                                 provides teachers the tool to facilitate
     effort to identify priorities and strategies for data driven                                                      learning in reading, writing, listening and
     improvement.                                                                                                      speaking English.

3.   SIOP professional development for administrators.                    2010-2015   Kimberly Howland      Not        Professional development for
                                                                                                          Applicable   administrators is crucial in the successful
     Professional Development will include, but is not limited to,                                                     implementation of SIOP in WCSD
     attendance via web-based, site-based, and/or district workshop(s).                                                schools.
     Professional development will provide coordination with Area
     Teams which will increase the cycle of continuous feedback, in an
     effort to identify priorities and strategies for data driven
     improvement.

4.   To further support Avenues implementation, videos of model           Fall 2012      Janeen Kelly     Applicable   Staff development is enhanced when
     lessons have been created for elementary teachers to assist in                    Ginger Mc Henry                 teachers are able to view, and review,
     planning their instruction.                                                                                       model lessons.

5.   Provide professional development for using the Student Oral          2010-2015       Peter Cobin       Not        Using the SOPA rubric, teachers can find
     Proficiency Assessment (SOPA) for elementary schools in order                                        Applicable   the student’s current level of language
     to assist them in focusing on oral language development.                                                          development, their target, and they can
                                                                                                                       use this information to monitor their
     Professional Development will include, but is not limited to,                                                     language progress. Students need to be
     attendance via web-based, site-based, and/or district workshop(s).                                                speaking and writing at least at
     Professional development will provide coordination with Area                                                      “Paragraph level” in order to meet the
     Teams which will increase the cycle of continuous feedback, in an                                                 goal on CRTs.
     effort to identify priorities and strategies for data driven
     improvement.

6.   Provide an opportunity for collaboration on Avenues units,           2010-2015      Janeen Kelly       Not        The importance of collaboration and
     themes, lessons and material among ELL elementary staff                                              Applicable   communication is repeated frequently in
     (teachers and assistants) at monthly “Sensational Saturdays”.                                                     the field of teaching and teacher quality.
                                                                                                                       Some of the best ways for teachers to
                                                                                                                       strengthen their skills are by sharing
                                                                                                                       findings and ideas with one another.
                                                                                                                                           Attachment A
7.   ELL Elementary Program Coordinators, SIOP Coaches, and ELL            2010-2015       Edith Gaw       Applicable   Both the SIOP and GLAD models are
     Facilitators will deliver a systematic training process to schools.                  Kris Gingras                  research-based and validated models of
     They will also provide professional development, ongoing support                  Kimberly Howland                 sheltered instruction. Professional
     and guidance to schools.                                                             Janeen Kelly                  development in the SIOP and GLAD
                                                                                         SIOP Coaches
                                                                                                                        models help teachers plan and deliver
                                                                                        ELL Facilitators
     Professional Development will include, but is not limited to,                                                      lessons that allow English learners to
     attendance via web-based, site-based, and/or district workshop(s).                                                 acquire academic knowledge as they
     Professional development will provide coordination with Area                                                       develop English language proficiency.
     Teams which will increase the cycle of continuous feedback, in an
     effort to identify priorities and strategies for data driven
     improvement.

8.   Provide monthly ELL Facilitator and SIOP Coach meetings to            2010-2015     Janeen Kelly        $1,500     District level support is critical in the
     review data, plan and develop staff development and support                       Kimberly Howland     annually    consistent and effective implementation
     services for elementary schools.                                                                                   of ELL services.
9.   Ongoing professional development and support will be provided         2010-2015     Diana Walker      Applicable   The SIOP Model is a research-based and
     by the ELL Secondary Program Coordinator and SIOP Trainer to                      Kimberly Howland                 validated model of sheltered instruction.
     middle schools implementing the SIOP Model.                                                                        Professional development in the SIOP
                                                                                                                        model helps teachers plan and deliver
     Professional Development will include, but is not limited to,                                                      lessons that allow English learners to
     attendance via web-based, site-based, and/or district workshop(s).                                                 acquire academic knowledge as they
     Professional development will provide coordination with Area                                                       develop English language proficiency.
     Teams which will increase the cycle of continuous feedback, in an
     effort to identify priorities and strategies for data driven
     improvement.

10. GLAD professional development and support provided by the              2010-2015      Edith Gaw          $5,000     GLAD is a model of professional
     GLAD Trainers to the social studies teachers at one MS each year.                   Kris Gingras       annually    development in the area of language
                                                                                                                        acquisition and literacy. The
     Professional Development will include, but is not limited to,                                                      strategies and model promote English
     attendance via web-based, site-based, and/or district workshop(s).                                                 language acquisition, academic
     Professional development will provide coordination with Area                                                       achievement, and cross-cultural skills.
     Teams which will increase the cycle of continuous feedback, in an
     effort to identify priorities and strategies for data driven
     improvement.

11. Fall, winter and spring SIOP data collection to review                 2010-2015     Diana Walker        Not        Data collected provides each school with
     implementation at middle schools implementing the model.                          Kimberly Howland    Applicable   a clear picture of the level of
                                                                                                                        implementation of the SIOP components
                                                                                                                        allowing schools to focus on areas in
                                                                                                                        need of improvement.
                                                                                                                                           Attachment A
12. Middle and high school ELL teachers meet Quarterly for a PLC to       2010-2015     Diana Walker        $2,300     The importance of collaboration and
     review benchmark exams results, curriculum mapping, lesson                         Agnes Daemen       annually    communication is repeated frequently in
     design, curriculum alignment and differentiated instruction                                                       the field of teaching and teacher quality.
     strategies.                                                                                                       Some of the best ways for teachers to
                                                                                                                       strengthen their skills are by sharing
                                                                                                                       findings and ideas with one another.
13. Design a course, Academic English Language Development                2010-2015     Diana Walker       $36,000     This course provides an opportunity for
     (AELD) to meet the needs of “Long-Term” middle and high                            Agnes Daemen       Onetime     students to strengthen their language and
     school ELLs. Implement and support course.                                                            cost for    literacy skills if they have not yet gained
                                                                                                          books and    proficiency in English after being in
                                                                                                          materials.
                                                                                                                       English speaking schools for over five
                                                                                                                       years.
14. Technical assistance provided to schools regarding ELPA results       2010-2015      Kay Windle         Not        Provides schools with the data necessary
    in the form of an AMAO Report, Home Language Surveys, and                                             Applicable   for reviewing, monitoring, appropriate
    research on ELL student history, student progress, student                                                         student placement and overall
    placement, Infinite Campus ad hoc reporting and English                                                            educational plan.
    proficiency determination.
15. Documentation required by Elementary Secondary Education Act          2010-2015      Kay Windle       Applicable   Meeting federal and state requirements
    (ESEA) for parent notification, e.g. Initial Placement, Continuing                                                 and mandates.
    Placement, Reclassification and Accommodation forms.
16. Professional development will be provided for administrators of       2010-2015      Trudy Nunn       $210,000     Meeting federal and state requirements
    the federal and state mandated English Language Proficiency                         Maria Chavez                   and mandates.
    Exam (ELPA) to all ELLs.                                                             Fran Harris
                                                                                        Christina Ruiz
                                                                                         Kay Windle
     Professional Development will include, but is not limited to,
     attendance via web-based, site-based, and/or district workshop(s).
     Professional development will provide coordination with Area
     Teams which will increase the cycle of continuous feedback, in an
     effort to identify priorities and strategies for data driven
     improvement.

17. Goals will be set for 2011-2012 school year with plan                  4/2011     Mary Ann Robinson     Not        Every teacher in a school that enrolls
     development to achieve the goals.                                                                    Applicable   ELs should understand how to
                                                                                                                       appropriately serve these students. The
                                                                                                                       skills, knowledge and attitude of the
                                                                                                                       individual delivering that curriculum can
                                                                                                                       make a significant difference. The ELL
                                                                                                                       instruction provides scaffolding, practice,
                                                                                                                       and feedback that prepare ELs to use
                                                                                                                       language interactively in order to
                                                                                                                       participate meaningfully in academic
                                                                                                                       activities successfully.
                                                                                                                                   Attachment A
18. The ELL Department will enhance communication links           2010-2012   Mary Ann Robinson       Not        The ELL Department’s Procedures and
    throughout the district, parents and community (including                     Trudy Nunn        Applicable   Policy Manual will be placed on the
                                                                              District Web Master                WCSD Website. An ELL parent page
    information and documents) via the WCSD website,
                                                                                                                 will be added to the Website for parents
                                                                                                                 and community members.
19. The ELL Department will develop a stakeholder committee       2011-2012   Mary Ann Robinson       Not        The ELL Department will convene a
    comprised of, but not limited to, parents, teachers and                                         Applicable   committee made up of ELL parents,
    administrators which will review major department                                                            teachers and administrators, including
    initiatives to better inform the district on acceptance and                                                  TWI parents, to meet monthly and
    progress.                                                                                                    review major department initiatives and
                                                                                                                 provide advisement.
20. The WCSD will create and continue opportunities for           2011-2012   Mary Ann Robinson      $9,000      The ELL Department will continue to
    parents of ELL students to be involved in the education                                          Title III   fund the “Familias Unidas” parent group
    process (i.e. English classes for parents, etc.).                                                            and collaborate with the Parent
                                                                                                                 Involvement Committee and Family
                                                                                                                 Literacy programs to add English classes
                                                                                                                 for parents of ELLs.
                                                                                                                                         Attachment A


                                     Washoe County School District In Action
                            English Language Learner Professional Development Project

Strategic Plan Action Item:
2.2 - Recruit, select, develop, and retain highly-effective personnel to provide the best educational opportunities and services for all students.


Division/Department Core Target:
2.2.3: All teachers and administrators will receive training in teaching English language learners (e.g., TESOL endorsement, and/or SIOP or GLAD)
and students with special needs.


Goal:
  Teachers and administrators will receive instruction in SIOP and/or GLAD which will support academic performance, as measured by
  professional development during school years 2011-2013.
  ELL staff will provide schools with technical assistance and support to increase inclusive education, where appropriate, as measured by
  professional development during school years 2011-2013. (Stetson & Assoc’s 2011 Audit, # )
  Administrators will receive information on how to access current ELL guidelines and operating procedures, as measured by information accessed
  during the 2011-2012 school year. (Stetson & Assoc’s 2011 Audit, # )
  Increase the number of ELL administrators and ELL program consultants to provide ELL professional development for teachers and
  administrators at schools, as measured by professional development during school years 2011-2015. (Stetson & Assoc’s 2011 Audit, # )
  Continue partnerships with local universities that will benefit ELL students and staff who support them, as measured by the number of staff who
  earn a Teacher of English to Speakers of Other Languages (TESOL) endorsement during school years 2011-2015. (Stetson & Assoc’s 2011
  Audit, # )
  The ELL Department will create additional training opportunities for paraprofessionals that include content overviews of ELL and differentiated
  instruction strategies in dealing with diverse learners, as measured by professional development during school years 2011-2015. (Stetson &
  Assoc’s 2011 Audit, # )
  The WCSD will work towards increasing district administrator’s focus and beliefs regarding the education of ELL students to assume shared
  responsibility and ownership regarding the use and practice of accommodations, modifications, differentiated instruction, and SIOP/GLAD
  strategies, as measured by school site monitoring during school years 2011-2015. (Stetson & Assoc’s 2011 Audit, # )
  The WCSD will ensure that ELL teachers and paraprofessionals will instruct and provide academic interventions for ELL students. Effective
  scheduling of ELL staff at school sites will provide class support/services, while decreasing non-compliance issues. This goal will be measured
  school site monitoring during school years 2011-2015. (Stetson & Assoc’s 2011 Audit, # )
  The WCSD will work towards increasing the ethnic and cultural diversity of the teacher faculty to approximate student demographics, including,
  but not limited to hiring teachers who are bilingual, as measured by the number of ELL teachers who are employed during school years 2011-
  2015. (Stetson & Assoc’s 2011 Audit, # )
                                                                                                                                         Attachment A

Metric:

Performance Measure: Increase the number of teachers earning a Teaching English as a Second Languages (TESL) endorsement.

FY 2010                    FY 2011                  FY 2012
Actual                    Estimate                 Recommended
 365                       465                       665

Explanation: This reports the number of mainstream, or classroom teachers who have taken the State required 12 graduate level credits in Second
Language Acquisition, ELL Methods, ELL Curriculum Development and ELL Assessments in order to earn an ESL Endorsement. The number of
teachers successfully completing the 12 credits is greater than 365, however, many teachers wait until they have to renew their teachings license to
add the ESL Endorsement.


Performance Measure: Increase the number of ethnic and culturally diverse teachers in the school district.

FY 2010                    FY 2011                  FY 2012
Actual                     Estimate               Recommended
TBA                         TBA                       TBA

Explanation:




                                                                                Action Plan

                                                                                       Person(s)
                                Action:                                  Date                          Funding        Connection to Student Achievement
                                                                                      Responsible
1.   WCSD general education teachers are offered four graduate level   2010 - 2015   ELL Department      Use of       This action plan will provide students
     courses annually. These courses are funded using federal monies                     Staff          Current       who are learning English TESOL
     therefore there is no monetary cost for teachers.                                                    Staff       endorsed educators who have an
                                                                                                       Titles I, II   understanding of second language
                                                                                                          & III
     The four courses are: Second Language Acquisition Theory; ELL                                                    acquisition, techniques and strategies that
                                                                                                       District GF
     Methods; ELL Curriculum Development; ELL Assessments and                                                         move ELLs toward academic success in
     are required for earning an ESL Endorsement by NDE.                                                              general education classrooms.

2.   WCSD general education teachers and administrators are offered    2010- 2015    ELL Department     Use of        This action plan will provide educators
     multiple SIOP and GLAD professional development opportunities                       Staff          Current       strategies and techniques assisting them
                                                                                                                                             Attachment A
     throughout the school year and over summer break.                                                       Staff        in providing comprehensible instruction
                                                                                                          Titles I, II    for their EL students, affording the
                                                                                                             & III        opportunity for success.
                                                                                                          District GF
3.   WCSD’s SIOP Coaches will be provided Cognitive Coaching and           2011 - 2012   ELL Department     Use of        This plan will provide SIOP Coaches
     Mentoring techniques to assist them in supporting general                               Staff         Current        with extensive opportunities to refine
     education teachers at their schools. The professional development                                      Staff         their coaching and mentoring skills.
     will include monthly meetings to develop presentations and                                            Title III      SIOP Coaches will have the strategies
                                                                                                           $10,350
     collaborate with colleagues regarding successes and barriers.                                                        for supporting classroom teachers in their
                                                                                                                          instruction of ELLs.

4.   ELL staff will provide schools with technical assistance and          2011 - 2015   ELL Department    Use of         The ELL Department will visit schools
     support to increase inclusive education, where appropriate.                             Staff         Current        upon request to provide technical
                                                                                                            Staff         assistance and support to increase
                                                                                                                          inclusive education practices.

5.   Administrators will receive information on how to access current      2011 - 2012   ELL Department    Use of         The ELL Department will inform
     ELL guidelines and operating procedures.                                                Staff         Current        Administrators when the WCSD has the
                                                                                                            Staff         ELL Procedures and Policy Manual on
                                                                                                                          the Website, (anticipated date the end of
                                                                                                                          May 2011).

6.   Increase the number of ELL administrators and ELL program               2011 -
     consultants to provide ELL professional development and support          2015
     for teachers and administrators at schools.
7.   Continue partnerships with local universities that will benefit ELL   2011 - 2015   ELL Department   Titles I, II,   The ELL Department will continue to
     students and staff who support them.                                                    Staff          and III       collaborate with local universities to
                                                                                                                          provide courses for teachers to earn their
                                                                                                                          TESL Endorsement at no cost to the
                                                                                                                          teachers.

8.   The ELL Department will create additional professional                2011 - 2015   ELL Department    Use of         The ELL Department will provide
     development opportunities for paraprofessionals that include                            Staff         Current        monthly professional development for
     content overviews of ELL and differentiated instruction strategies                                     Staff         paraprofessionals to assist them in
     in dealing with diverse learners.                                                                                    meeting the needs of their students.

     Professional Development will include, but is not limited to,
     attendance via web-based, site-based, and/or district workshop(s).
     Professional development will provide coordination with Area
     Teams which will increase the cycle of continuous feedback, in an
     effort to identify priorities and strategies for data driven
                                                                                                                                              Attachment A
     improvement.


9.   The WCSD will work towards increasing district administrator’s         2011 - 2015     ELL Department       Use of    The ELL Department, in collaboration
     focus and beliefs regarding the education of ELL students to                                Staff           Current   with the PD Department and the Area
     assume shared responsibility and ownership regarding the use and                       PD Department         Staff    Superintendents will work towards
     practice of accommodations, modifications, differentiated                            Area Superintendents             increasing shared responsibility and
     instruction, and SIOP/GLAD strategies.                                                                                ownership of ELLs.

10. The WCSD will ensure that ELL teachers and paraprofessionals            2011 - 2015     ELL Department       Use of    The ELL Department will provide
     will instruct and provide academic interventions for ELL students.                          Staff           Current   support in effective scheduling of ELLs
     Effective scheduling of ELL staff at school sites will provide class                 Area Superintendents    Staff    in English Language Development
     support/services, while decreasing non-compliance issues.                                                             courses and classroom support.

11. The WCSD will work towards increasing the ethnic and cultural           2011 - 2015     ELL Department       Use of    The ELL Department will assist the HR
     diversity of the teacher faculty to approximate student                                    Staff            Current   Department in recruitment of ethnic and
     demographics, including, but not limited to hiring teachers who                        HR Department         Staff    culturally diverse teachers by providing
     are bilingual.                                                                                                        brochures and fielding questions.
                                                                                                                                                          Attachment A




Project Team Template



                The English Language Learner Professional Development Project initiative will result in an extraordinary workforce
                    in which every employee assumes 100% responsibility for academic gains for students of all backgrounds

Charge Statement: 2.2 - Recruit, select, develop, and retain highly-effective personnel to provide the best                         Project Sponsor:
educational opportunities and services for all students. (Green)                                                                    Jane Woodburn, Chief Operations Officer

Deliverables:                                                                                                                       Project Managers:
(SMART Goals – Specific, Measureable, Agreed to, Realistic and Time Specific) Page 1 of 2:                                          Mary Ann Robinson, ELL Coordinator
2.2.3: All teachers and administrators will receive training in teaching English language learners (e.g., TESOL endorsement,
and/or SIOP or GLAD) and students with special needs.                                                                               Project Team Members:
   Teachers and administrators will receive instruction in SIOP and/or GLAD which will support academic performance, as
   measured by professional development during school years 2011-2013.                                                              Mary Ann Robinson, ELL Coord
   Special Education Area Administrators (SEAs), Program Consultants (PCs) and professional development staff from SSS –            Peter Cobin, ELL Elementary PC
   Special Education will provide school staff with technical assistance and support to increase numbers in responsible inclusion   Diana Walker, ELL Secondary PC
   programs, where appropriate, as measured by professional development during school years 2011-2013.                              Trudy Nunn, ELL Testing Coord
   ELL staff will provide schools with technical assistance and support to increase inclusive education, where appropriate, as      Edith Gaw, GLAD Trainer
   measured by professional development during school years 2011-2013. (Stetson & Assoc’s 2011 Audit, # 9)
                                                                                                                                    Kris Gingras, GLAD Trainer
   Administrators will receive information on how to access current ELL guidelines and operating procedures, as measured by
   information accessed during the 2011-2012 school year. (Stetson & Assoc’s 2011 Audit, #8 )
                                                                                                                                    Kimberly Howland, SOP Trainer
   Increase the number of ELL administrators and ELL program consultants to provide ELL professional development for teachers       Janeen Kelly, ELL ELementary PC
   and administrators at schools, as measured by professional development during school years 2011-2015. (Stetson & Assoc’s
   2011 Audit, # 2 )
   Continue partnerships with local universities that will benefit ELL students and staff who support them, as measured by the
   number of staff who earn a Teacher of English to Speakers of Other Languages (TESOL) endorsement during school years
   2011-2015. (Stetson & Assoc’s 2011 Audit, # 7 )
   The ELL Department will create additional training opportunities for paraprofessionals that include content overviews of ELL
   and differentiated instruction strategies in dealing with diverse learners, as measured by professional development during
   school years 2011-2015. (Stetson & Assoc’s 2011 Audit, # 22 )
   The WCSD will work towards increasing district administrator’s focus and beliefs regarding the education of ELL students to
   assume shared responsibility and ownership regarding the use and practice of accommodations, modifications, differentiated
   instruction, and SIOP/GLAD strategies, as measured by school site monitoring during school years 2011-2015. (Stetson &
   Assoc’s 2011 Audit, # 24 )

Project Scope: 2.2: To provide quality training and professional development to teachers and administrators. To motivate
and retain high-performing WCSD employees.
                                                                                                                                                       Attachment A




Project Team Template



                The English Language Learner Professional Development Project initiative will result in an extraordinary workforce
                    in which every employee assumes 100% responsibility for academic gains for students of all backgrounds

Charge Statement: 2.2 - Recruit, select, develop, and retain highly-effective personnel to provide the best                       Project Sponsor:
educational opportunities and services for all students. (Green)                                                                  Jane Woodburn, Deputy Superintendent

Deliverables:                                                                                                                     Project Managers:
(SMART Goals – Specific, Measureable, Agreed to, Realistic and Time Specific) Page 2 of 2:                                        Mary Ann Robinson, ELL Coordinator
2.2.3: All teachers and administrators will receive training in teaching English language learners (e.g., TESOL endorsement,
and/or SIOP or GLAD) and students with special needs.                                                                             Project Team Members:
         The WCSD will ensure that ELL teachers and paraprofessionals will instruct and provide academic interventions for ELL
         students. Effective scheduling of ELL staff at school sites will provide class support/services, while decreasing non-   Mary Ann Robinson, ELL Coord
         compliance issues. This goal will be measured during school site monitoring school years 2011-2015.                      Peter Cobin, ELL Elementary PC
         The WCSD will work towards increasing the ethnic and cultural diversity of the teacher faculty to approximate student    Diana Walker, ELL Secondary PC
         demographics, including, but not limited to hiring teachers who are bilingual, as measured by the number of ELL          Trudy Nunn, ELL Testing Coord
         teachers who are employed during school years 2011-2015.                                                                 Edith Gaw, GLAD Trainer
                                                                                                                                  Kris Gingras, GLAD Trainer
                                                                                                                                  Kimberly Howland, SOP Trainer
                                                                                                                                  Janeen Kelly, ELL ELementary PC




Project Scope: 2.2: To provide quality training and professional development to teachers and administrators. To motivate
and retain high-performing WCSD employees.
                                                                                                                                        ATTACHMENT B




Project Team Template


                       The Special Education/Section 504 Compliance Project initiative will result in an extraordinary workforce
                    in which every employee assumes 100% responsibility for academic gains for students of all backgrounds

Charge Statement: 1.2 - Provide all students with extensive opportunities, challenges, and support in            Project Sponsor:
achieving continuous academic success. (Yellow)                                                                  Jane Woodburn, Chief Operating Officer

Deliverables:                                                                                                    Project Manager:
(SMART Goals – Specific, Measureable, Agreed to, Realistic and Time Specific)                                    Kelly Wales, SSS Coordinator
1.2.7: Accountability efforts will be expanded for school level instructional outcomes for students
with disabilities and will ensure compliance with state and federal mandates related to special                  Project Team Members:
education and Section 504 services. Page 1 of 1:                                                                 Trish Shaffer, 504 Coordinator
   Provide special education technical assistance support to staff in schools to increase compliance, as         Carol Voss, SE PD Coordinator
   measured by Due Process Hearings, OCR and State Complaints, and compliance monitoring during school           Kelly Wales, SE SSS Coordinator
                                                                                                                 Angela Heard. Asst 504 Coordinator
   years 2010-2015.
                                                                                                                 Jacque Matteoni, Area 1 SEA
   Provide Section 504 technical assistance support to staff in schools to increase compliance, as measured by
                                                                                                                 Suzanne Anthony, Area 2 SEA
   OCR and State Complaints, and compliance monitoring during school years 2010-2015.                            Shannon Ward, Area 3 SEA
   Provide site based special education professional development to increase educational personnel’s             April Carroll, Area 4 SEA
   knowledge of federal, state and local policies and procedures, as measured by professional development        Ann Drendel-Haas, SE SEA
   training during school years 2010-2015.                                                                       Rebecca Bailey-Torres, SE PC
                                                                                                                 Lindsay Batavia, SE PC
   Novice administrators will be provided with monthly professional development to increase their                Ginny Beck, SE PC
   knowledge of federal, state and local policies related to special education, as measured by professional      Erin Burrows, SE PC
   development training during school years 2010-2015.                                                           Peggy Cullinane, SE Transition PC
                                                                                                                 Rebecca Engh, SE PC
   Provide each school with district monitoring regarding confidential records and student performance to
                                                                                                                 Christine Flood, SE PC
   provide structured technical assistance where needs have been identified, as measured by confidential         Mary Hardin, SE Transition PC
   record and student performance reviews during school years 2011-2015. (Stetson & Assoc’s 2011 Audit,          Crystal Pickett, SE PC
   #9)                                                                                                           Peggy Polczinski, SE PC
                                                                                                                 Cindy Roller, SE ECE
                                                                                                                 Teri Salgado, SE PC
_______________________________________________________________________________________                          Linda Valle, SE PC
Project Scope: 1.2: To increase compliance with federal, state and local mandates related to special
education and Section 504 services.
                                                                                                                                          ATTACHMENT B




Project Team Template



                            The Special Education Inclusion Project initiative will result in an extraordinary workforce
                   in which every employee assumes 100% responsibility for academic gains for students of all backgrounds

Charge Statement: 1.2 - Provide all students with extensive opportunities, challenges, and support in achieving                 Project Sponsor:
continuous academic success. (Yellow)                                                                                           Jane Woodburn, Chief Operating
                                                                                                                                Officer
Deliverables:                                                                                                                   Project Manager:
(SMART Goals – Specific, Measureable, Agreed to, Realistic and Time Specific)                                                   Kelly Wales, SSS Coordinator
1.2.9: A comprehensive audit will determine strengths and areas for improvement in special education services.
                                                                                                                                Project Team Members:
The numbers of responsible inclusion programs for special education students will continue to increase where
                                                                                                                                Carol Voss, SE PD Coordinator
appropriate. Page 1 of 2:
                                                                                                                                Kelly Wales, SE SSS Coordinator
  All schools will educate students with disabilities in the Least Restrictive Environment (LRE) and will utilize a continuum
                                                                                                                                Jacque Matteoni, Area 1 SEA
  of services which support academic and behavioral performance in the general education curriculum, as measured by A
                                                                                                                                Suzanne Anthony, Area 2 SEA
  placements on IEPs during school year 2010-2015.
                                                                                                                                Shannon Ward, Area 3 SEA
  Differentiated instruction techniques will be provided through professional development to staff at schools to increase       April Carroll, Area 4 SEA
  knowledge of accommodation and modification supports and responsible inclusion programs for students with                     Ann Drendel-Haas, SE SEA
  disabilities, as measured by professional development training during school year 2010-2015.                                  Rebecca Bailey-Torres, SE PC
  The Special Education Department will provide differentiated professional development customized for school needs to          Lindsay Batavia, SE PC
  include, but not limited to, formal sessions, case discussion, coaching, PLC’s, data teams, etc., as measured by              Ginny Beck, SE PC
  professional development during school years 2011-2015. (Stetson & Assoc’s, 2011 Audit # 16 and #30)                          Erin Burrows, SE PC
                                                                                                                                Peggy Cullinane, SE Transition PC
  The Special Education Department will provide all schools with professional development regarding the basics of
                                                                                                                                Rebecca Engh, SE PC
  inclusion (i.e. the understanding of the models of support, the decision making process, and instructional practices)
                                                                                                                                Christine Flood, SE PC
  that support students with disabilities in the general education classroom, as measured by professional development
                                                                                                                                Mary Hardin, SE Transition PC
  during school years 2011-2015. (Stetson & Assoc’s, 2011 Audit #17)
                                                                                                                                Crystal Pickett, SE PC
  Special Education Area Administrators (SEAs), Program Consultants (PCs) and professional development staff from SSS
                                                                                                                                Peggy Polczinski, SE PC
  – Special Education will provide school staff with technical assistance and support to increase numbers in responsible
                                                                                                                                Cindy Roller, SE ECE
  inclusion programs, where appropriate, as measured by professional development during school year 2010-2015.
                                                                                                                                Teri Salgado, SE PC
  Special Education Area Administrators (SEAs), Program Consultants (PCs) and professional development staff from SSS
                                                                                                                                Linda Valle, SE PC
  – Special Education will provide school staff with technical assistance and support to increase numbers in responsible
  inclusion programs, where appropriate, as measured by professional development during school year 2010-2015.
                                                                                                                                             ATTACHMENT B




Project Team Template



                         The Special Education Professional Development Project will result in an extraordinary workforce
                     in which every employee assumes 100% responsibility for academic gains for students of all backgrounds

Charge Statement: 2.2 - Recruit, select, develop, and retain highly-effective personnel to provide the best               Project Sponsor:
educational opportunities and services for all students. (Yellow)                                                         Jane Woodburn, Chief Operating Officer

Deliverables:
(SMART Goals – Specific, Measureable, Agreed to, Realistic and Time Specific)                                             Project Managers:
2.2.2: Inclusionary instructional practices will be expanded through effective professional development in the areas      Kelly Wales, SSS Coordinator
of differentiated instruction, co-teaching, scheduling, and site-based leadership. Page 1 of 3:
    Teachers and administrators will receive instruction to reinforce differentiated instruction supporting academic      Project Team Members:
    and behavioral performance in the general education curriculum, as measured by professional development               Carol Voss, SE PD Coordinator
    during school years 2010-2015.                                                                                        Kelly Wales, SE SSS Coordinator
    Teachers and administrators will receive instruction to reinforce co-teaching techniques which will support           Jacque Matteoni, Area 1 SEA
    academic and behavioral performance in the general education curriculum, as measured by professional                  Suzanne Anthony, Area 2 SEA
                                                                                                                          Shannon Ward, Area 3 SEA
    development during school years 2010-2015.                                                                            April Carroll, Area 4 SEA
    Teachers and administrators will receive instruction which focuses on effective scheduling to increase efficient      Ann Drendel-Haas, SE SEA
    use of allocated resources, as measured by professional development during school years 2010-2015.                    Rebecca Bailey-Torres, SE PC
                                                                                                                          Lindsay Batavia, SE PC
    The Special Education Department will provide professional development to teachers, paraprofessionals and
                                                                                                                          Ginny Beck, SE PC
    administrators for establishing teacher guidelines in lesson planning (i.e. to identify processes, materials and/or   Erin Burrows, SE PC
    requirements) for students with disabilities, as measured by professional development training during school          Peggy Cullinane, SE Transition PC
    years 2011-2015. (Stetson & Assoc’s, 2011 Audit #19)                                                                  Rebecca Engh, SE PC
                                                                                                                          Christine Flood, SE PC
    The Special Education Department will provide professional development to special education teachers to
                                                                                                                          Mary Hardin, SE Transition PC
    increase their knowledge of general education curriculum and core content to be equal partners in instructional       Crystal Pickett, SE PC
    delivery, as measured by professional development during school years 2011-2015. (Stetson & Assoc’s, 2011             Peggy Polczinski, SE PC
    Audit #20)                                                                                                            Cindy Roller, SE ECE
                                                                                                                          Teri Salgado, SE PC
    The WCSD will develop opportunities for special education teachers to collaborate among grade level, core,
                                                                                                                          Linda Valle, SE PC
    and/or department teams in an effort to facilitate share information and be involved in staff development with
    their general education colleagues, as measured by staff development opportunities during school years 2011-
    2015. (Stetson & Assoc’s, 2011 Audit #25)
                                                                                                                                           ATTACHMENT B




Project Team Template



                        The Special Education Professional Development Project will result in an extraordinary workforce
                    in which every employee assumes 100% responsibility for academic gains for students of all backgrounds

Charge Statement: 2.2 - Recruit, select, develop, and retain highly-effective personnel to provide the best             Project Sponsor:
educational opportunities and services for all students. (Yellow)                                                       Jane Woodburn, Chief Operating Officer

Deliverables:
(SMART Goals – Specific, Measureable, Agreed to, Realistic and Time Specific)                                           Project Managers:
2.2.2: Inclusionary instructional practices will be expanded through effective professional development in the areas    Kelly Wales, SSS Coordinator
of differentiated instruction, co-teaching, scheduling, and site-based leadership. Page 3 of 3:
   The WCSD will work towards increasing district administrator’s focus and beliefs regarding the education of          Project Team Members:
   students with disabilities to assume shared responsibility and ownership regarding the use and practice of
                                                                                                                        Carol Voss, SE PD Coordinator
   accommodations, modifications, differentiated instruction, as measured by school site monitoring during school
                                                                                                                        Kelly Wales, SE SSS Coordinator
   years 2011-2015. (Stetson & Assoc’s, 2011 Audit #24)                                                                 Jacque Matteoni, Area 1 SEA
   The WCSD will ensure that Special Education teachers and paraprofessionals will instruct and provide academic        Suzanne Anthony, Area 2 SEA
   interventions for students with disabilities. Effective scheduling of Special Education staff at school sites will   Shannon Ward, Area 3 SEA
   provide class support/services, while decreasing non-compliance issues. This goal will be measured school site       April Carroll, Area 4 SEA
   monitoring during school years 2011-2015. (Stetson & Assoc’s, 2011 Audit #27)                                        Ann Drendel-Haas, SE SEA
   The WCSD will work towards increasing the ethnic and cultural diversity of the teacher faculty to approximate        Rebecca Bailey-Torres, SE PC
   student demographics, including, but not limited to hiring teachers who are bilingual, as measured by the            Lindsay Batavia, SE PC
   number of Special Education teachers who are employed during school years 2011-2015. (Stetson & Assoc’s,             Ginny Beck, SE PC
                                                                                                                        Erin Burrows, SE PC
   2011 Audit # 28)
                                                                                                                        Peggy Cullinane, SE Transition PC
                                                                                                                        Rebecca Engh, SE PC
                                                                                                                        Christine Flood, SE PC
                                                                                                                        Mary Hardin, SE Transition PC
                                                                                                                        Crystal Pickett, SE PC
                                                                                                                        Peggy Polczinski, SE PC
                                                                                                                        Cindy Roller, SE ECE
Project Scope: 2.2: To provide quality training and professional development to teachers and administrators. To         Teri Salgado, SE PC
motivate and retain high-performing WCSD employees.                                                                     Linda Valle, SE PC
                                                                                                                                   ATTACHMENT B


                                           Washoe County School District In Action
                                  Special Education Professional Development Project

Blueprint Action Plan Item:
2.2 - Recruit, select, develop, and retain highly-effective personnel to provide the best educational opportunities and services for all students.


Division/Department Core Target:
2.2.2: Inclusionary instructional practices will be expanded through effective professional development in the areas of differentiated instruction,
co-teaching, scheduling, and site-based leadership.


Goal:
   Teachers and administrators will receive professional development to reinforce differentiated instruction supporting academic and behavioral
   performance in the general education curriculum, as measured by professional development during school years 2010-2015.
   Teachers and administrators will receive professional development to reinforce co-teaching techniques which will support academic and
   behavioral performance in the general education curriculum, as measured by professional development during school years 2010-2015.
   Teachers and administrators will receive instruction which focuses on effective scheduling to increase efficient use of allocated resources, as
   measured by professional development during school years 2010-2015.
   The Special Education Department will provide professional development to teachers, paraprofessionals and administrators for establishing
   teacher guidelines in lesson planning (i.e. to identify processes, materials and/or requirements) for students with disabilities, as measured by
   professional development training during school years 2011-2015. (Stetson & Assoc’s, 2011 Audit #19)
   The Special Education Department will provide professional development to special education teachers to increase their knowledge of general
   education curriculum and core content to be equal partners in instructional delivery, as measured by professional development during school
   years 2011-2015. (Stetson & Assoc’s, 2011 Audit #20)
   The WCSD will develop opportunities for special education teachers to collaborate among grade level, core, and/or department teams in an
   effort to share information and be involved in staff development with their general education colleagues, as measured by staff development
   opportunities during school years 2011-2015. (Stetson & Assoc’s, 2011 Audit #25)
   Secondary special education department chairs will receive instruction in differentiated instruction techniques which will support academic and
   behavioral performance in the general education and special education curriculum, as measured by professional development during school
   years 2010-2015.
                                                                                                                             ATTACHMENT B
 Site based WCSD special education collegial teams will receive instruction in differentiated instruction techniques which will support academic
 and behavioral performance in the general education and special education curriculum, as measured by professional development during
 school years 2010- 2015.
 The Special Education Department will continue to provide technical assistance regarding inclusive practices for students with disabilities, as
 measured by the inclusive school practices quality indicators during school years 2011-2015. (Stetson & Assoc’s, 2011 Audit #18)
 The Special Education Department will create additional training opportunities for paraprofessionals that include content overviews of students
 with disabilities and differentiated instruction strategies in dealing with diverse learners, as measured by professional development during
 school years 2011-2015. (Stetson & Assoc’s, 2011 Audit #22)
 The WCSD will increase the number of schools participating in Nevada Partners for Inclusive Education (NV PIE) Inclusive Schools week, as
 measured by the number of participating schools during school years 2010-2015.
 Continue partnerships with local universities that will benefit students with disabilities and staff who support them, as measured by the number
 of staff who earn a Special Education endorsement, as measured the number of staff who receive a Special Education endorsement during
 school years 2011-2015. (Stetson & Assoc’s, 2011 Audit #7)
 The WCSD will work towards increasing highly-qualified trained instructional staff to meet the needs of students with disabilities, as measured
 by the number of staff who earn a Special Education endorsement during school years 2011-2015. (Stetson & Assoc’s, 2011 Audit #26)
 Administrators will receive information on how to access current Special Education guidelines and operating procedures, as measured by
 information accessed during the 2011-2015 school year. (Stetson & Assoc’s, 2011 Audit #8)
 The WCSD will work towards increasing district administrator’s focus and beliefs regarding the education of students with disabilities to assume
 shared responsibility and ownership regarding the use and practice of accommodations, modifications, differentiated instruction, as measured
 by school site monitoring during school years 2011-2015. (Stetson & Assoc’s, 2011 Audit #24)
The WCSD will ensure that Special Education teachers and paraprofessionals will instruct and provide academic interventions for students with
disabilities. Effective scheduling of Special Education staff at school sites will provide class support/services, while decreasing non-compliance
issues. This goal will be measured school site monitoring during school years 2011-2015. (Stetson & Assoc’s, 2011 Audit #27)
The WCSD will work towards increasing the ethnic and cultural diversity of the teacher faculty to approximate student demographics, including,
but not limited to hiring teachers who are bilingual, as measured by the number of Special Education teachers who are employed during school
years 2011-2015. (Stetson & Assoc’s, 2011 Audit #28)
                                                                                                                                ATTACHMENT B

Metric:
Performance Measure 2.2.2: In accordance with Envision 2015 Pathway Targets, there will be yearly increases in the percentage of students with
an IEP who score at or above proficiency on the third grade reading CRT.

           FY 2010                         FY 2011                          FY 2012
            Actual                         Estimate                      Recommended
             33%                             38%                              43%

Explanation: This measure identifies the percentage of students eligible for special education who will increase their third grade reading CRT.
________________________________________________________________________________________________________________________

Performance Measure 2.2.2: In accordance with Envision 2015 Pathway Targets, there will be yearly increases in the percentage of students with
an IEP who score at or above proficiency on the third grade Math CRT.

           FY 2010                           FY 2011                        FY 2012
           Actual                            Estimate                     Recommended
            47%                                51%                             55%

Explanation: This measure identifies the percentage of students eligible for special education who will increase their third grade Math CRT.
____________________________________________________________________________________________________________________

Performance Measure 2.2.2: In accordance with Envision 2015 Pathway Targets, there will be yearly increases in the percentage of students with
an IEP who score at or above proficiency on the fifth grade Reading CRT.

          FY 2010                        FY 2011                            FY 2012
           Actual                        Estimate                         Recommended
            23%                             28%                                 33%

Explanation: This measure identifies the percentage of students eligible for special education who will increase their fifth grade Reading CRT.


Performance Measure 2.2.2: In accordance with Envision 2015 Pathway Targets, there will be yearly increases in the percentage of students with
an IEP who score at or above proficiency on the fifth grade Math CRT.

           FY 2010                         FY 2011                        FY 2012
           Actual                          Estimate                     Recommended
                                                                                                                               ATTACHMENT B
             37%                             41%                        45%

Explanation: This measure identifies the percentage of students eligible for special education who will increase their fifth grade Math CRT.
_______________________________________________________________________________________________________________________

Performance Measure 2.2.2: In accordance with Envision 2015 Pathway Targets, there will be yearly increases in the percentage of students with
an IEP who score at or above proficiency on the fifth grade Writing Assessment.
            FY 2010                       FY 2011                     FY 2012
            Actual                         Estimate                  Recommended
              14%                            19%                        23%

Explanation: This measure identifies the percentage of students eligible for special education who will increase their fifth grade Writing
Assessment.
________________________________________________________________________________________________________________________

Performance Measure 2.2.2: In accordance with Envision 2015 Pathway Targets, there will be yearly increases in the percentage of students with
an IEP who score at or above proficiency on the eighth grade Reading CRT.

             FY 2010                       FY 2011                    FY 2012
             Actual                        Estimate                 Recommended
               20%                           22%                         25%

Explanation: This measure identifies the percentage of students eligible for special education who will increase their eighth grade Reading CRT.
________________________________________________________________________________________________________________________

Performance Measure 2.2.2: In accordance with Envision 2015 Pathway Targets, there will be yearly increases in the percentage of students with
an IEP who score at or above proficiency on the eighth grade Math CRT.
             FY 2010                             FY 2011                   FY 2012
              Actual                            Estimate                Recommended
               15%                                 20%                        24%

Explanation: This measure identifies the percentage of students eligible for special education who will increase their eighth grade Math CRT.


Performance Measure 2.2.2: In accordance with Envision 2015 Pathway Targets, there will be yearly increases in the percentage of students with
an IEP who score at or above proficiency on the eighth grade Writing Assessment.
                                                                                                                                   ATTACHMENT B
              FY 2010                             FY 2011                          FY 2012
               Actual                             Estimate                      Recommended
                15%                                 20%                              25%

Explanation: This measure identifies the percentage of students eligible for special education who will increase their eighth grade Writing
Assessment.


Performance Measure 2.2.2: In accordance with Envision 2015 Pathway Targets, there will be yearly increases in the percentage of students with
an IEP who accrue sufficient credits during their 9th grade year to be “on-track” for graduation.

              FY 2010                             FY 2011                          FY 2012
               Actual                             Estimate                      Recommended
                72%                                 75%                              78%

Explanation: This measure identifies the percentage of students eligible for special education who will accrue sufficient credits during their 9 th
grade year to be “on-track” for graduation.


Performance Measure 2.2.2: In accordance with Envision 2015 Pathway Targets, there will be yearly increases in the percentage of students with
an IEP who graduate within four years.

             FY 2010                             FY 2011                           FY 2012
              Actual                             Estimate                       Recommended
               24%                                 29%                               33%

Explanation: This measure identifies the percentage of students eligible for special education who will graduate within four years.


Performance Measure 2.2.2: In accordance with Envision 2015 Pathway Targets, there will be yearly increases in the percentage of students with
an IEP who graduate with a regular diploma.

             FY 2010                             FY 2011                           FY 2012
              Actual                             Estimate                       Recommended
               29%                                 50%                               51%
                                                                                                                                ATTACHMENT B
Explanation: This measure identifies the percentage of students eligible for special education who will graduate within four years.


Performance Measure 2.2.2: Percentage of WCSD schools who implement inclusive practices will increase.

             FY 2010                            FY 2011                          FY 2012
              Actual                            Estimate                      Recommended
               20%                                45%                              60%
              20/98                              44/98                            59/98

Explanation: This measure identifies the number of WCSD schools who implement inclusive school practices, as measured by a formal observation
tool (i.e. walk-thru form, etc).


Performance Measure 2.2.2: Percentage of students eligible for special education who graduate with a general diploma will increase.

             FY 2010                            FY 2011                          FY 2012
              Actual                            Estimate                      Recommended
               24%                                29%                              35%
             95/394                             114/394                          138/394

Explanation: This measure identifies the percentage of students eligible for special education who graduate with a general diploma, as measured
by the WCSD’s graduation rate data.


Performance Measure 2.2.2: Percentage of schools whose data demonstrates they are implementing inclusive practices at a high level of fidelity,
as determined by the Quality Standards for Inclusive Schools (QSIS).

             FY 2010                            FY 2011                          FY 2012
              Actual                            Estimate                      Recommended
               TBD                                75%                             100%
                                                 73/98                              98

Explanation: This measure identifies progress towards inclusive school standards that are emerging, meeting or exceeding the QSIS, as measured
by a formal observation tool (i.e. walk-thru form, etc.)
                                                                                                                             ATTACHMENT B
Performance Measure 2.2.2: Percentage of teachers and administrators who received professional development to reinforce differentiated
instruction techniques which will support academic and behavioral performance in the general education curriculum.

          FY 2010                          FY 2011                        FY 2012
           Actual                          Estimate                    Recommended
            50%                              75%                           100%
        2,011/4,023                      3,017/4,023                       4,023

Explanation: This measure identifies the number of teacher s and administrators who received professional development in differentiated
instruction techniques, as measured by site and web-based professional development and workshops.


Performance Measure 2.2.2: Percentage of teachers and administrators who received professional development relative to inclusive school
practices to reinforce co-teaching techniques which will support academic and behavioral performance in the general education curriculum, as
measured by site and web-based professional development and workshops.

          FY 2010                          FY 2011                        FY 2012
           Actual                          Estimate                    Recommended
            25%                              60%                           100%
        1,005/4,023                      2,413/4,023                       4,023

Explanation: This measure identifies the number of teachers and administrators who received professional development in
co-teaching techniques, as measured by site and web-based professional development and workshops.


Performance Measure 2.2.2: Percentage of paraprofessionals, teachers and administrators who received professional development which focuses
on effective scheduling/lesson planning to increase efficient use of allocated resources.

          FY 2010                          FY 2011                         FY 2012
           Actual                         Estimate                     Recommended
            11%                              40%                             60%
         402/4,480                      1,792/4,480                     2,688 /4,480

Explanation: This measure identifies the number of paraprofessionals, teachers and administrators who received professional development which
focuses on effective scheduling/lesson planning to increase efficient use of allocated resources, as measured by site and web-based professional
development and workshops.
                                                                                                                                                    ATTACHMENT B
Performance Measure 2.2.2: Percentage of special education teachers who received professional development of general education curriculum and core c
be equal partners in instructional delivery.

          FY 2010                                 FY 2011                              FY 2012
           Actual                                 Estimate                           Recommended
            TBD                                     25%                                  75%
            TBD                                   128/512                              384/512

Explanation: This measure identifies the number of special education teachers who received professional development of general education curriculum an
content to be equal partners in instructional delivery, as measured by site and web-based professional development and workshops.


Performance Measure 2.2.2: Percentage of paraprofessionals who received professional development regarding content overviews of students with disabi
differentiated instruction strategies in dealing with diverse learners.

          FY 2010                                 FY 2011                              FY 2012
           Actual                                 Estimate                           Recommended
            TBD                                     10%                                  75%
            TBD                                   46/457                               343/457

Explanation: This measure identifies the number of paraprofessionals who received professional development regarding content overviews of students wit
disabilities and differentiated instruction strategies in dealing with diverse learners, as measured by site and web-based professional development and wor




                                                                                         Action Plan

                                                                                                Person(s)                                    Connection to Student
                                     Action:                                      Date                                 Funding
                                                                                               Responsible                                      Achievement
1.   WCSD general education and special education certified staff and school    2010-2015        Office School         General Fund-   This action plan promotes effective
     administrators will receive professional development on strategies and                      Performance               Special     strategies and techniques which support
     techniques which support academic and behavioral performance in the                      SSS Prof Dev Coord          Education    academic and behavioral performance.
                                                                                                 SSS - SEAA’s
     general education curriculum.                                                                                       Instruction   Specific factors, such as positive
                                                                                                 SSS – SE PC’s
                                                                                                                           Support     relationships, a safe and supportive
                                                                                            WCSD Cert GE & SE staff
     Professional Development will include, but is not limited to, attendance                School Administration 1. 1. Use of        learning environment, student centered
     via web-based, site-based, and/or district workshop(s). Professional                                           current SSS        learning practices, school-wide positive
                                                                                                                                                        ATTACHMENT B
     development will provide coordination with Area Teams, which will                                                staff               discipline and self-management
     increase the cycle of continuous feedback, in an effort to identify                                                                  practices can result in increased student
     priorities and strategies for data driven improvement.                                                                               performance, resiliency and self-efficacy
                                                                                                                                          in students.
2.   WCSD general education and special education certified staff and school    2010-2015        Office School         General Fund-      This action plan addresses the need for
     administrators will receive professional development to reinforce co-                       Performance               Special        co-teaching to support academic and
     teaching techniques which will support academic and behavioral                           SSS Prof Dev Coord          Education       behavioral performance in the general
                                                                                                 SSS - SEAA’s
     performance in the general education curriculum.                                                                    Instruction      education curriculum. Co-Teaching
                                                                                                 SSS – SE PC’s
                                                                                                                           Support        promotes service delivery options for
                                                                                            WCSD Cert GE & SE staff
     Professional Development will include, but is not limited to, attendance                School Administration 2. 1. Use of           students with disabilities which
     via web-based, site-based, and/or district workshop(s). Professional                                               current SSS       implements cooperative teaching and
     development will provide coordination with Area Teams, which will                                                  staff             supportive learning activities in the least
     increase the cycle of continuous feedback, in an effort to identify                                          3.    2. Outside        restrictive environment. The potential
     priorities and strategies for data driven improvement.                                                             educational       for students with disabilities to have
                                                                                                                        consulting        increased academic and behavioral
                                                                                                                        group - $35,000   performance is greatly enhanced
                                                                                                                        – ARRA funds sy   through co-teaching (Klingner, 1998).
                                                                                                                        2010-2011
                                                                                                                  4. 3. Continuation
                                                                                                                        of outside
                                                                                                                        educational
                                                                                                                        services will
                                                                                                                        require a
                                                                                                                        proportion of
                                                                                                                        $35,000 for sy
                                                                                                                        2011-2012 –
                                                                                                                        (Funding source
                                                                                                                        TBD)
3.   WCSD paraprofessionals, special education certified staff and school       2010-2015        Office School           General Fund-    This action plan focuses on effective
     administrators will receive professional development which focuses on                       Performance                  Special     scheduling/lesson planning to increase
     effective scheduling/lesson planning to increase efficient use of                        SSS Prof Dev Coord            Education     efficient use of allocated resources.
                                                                                                  SSS - SEAA’s
     allocated resources.                                                                                                  Instruction    Connections to student achievement
                                                                                                 SSS – SE PC’s
                                                                                                                             Support      exist when educators bring about
                                                                                               Paraprofessionals
     Professional Development will include, but is not limited to, attendance                   Cert SE teachers     5. 1. Use of         fundamental changes in the
     via web-based, site-based, and/or district workshop(s). Professional                    School Administration      current SSS       expectations, content, and learning
     development will provide coordination with Area Teams, which will                                                  staff             experiences provided in the curriculum.
     increase the cycle of continuous feedback, in an effort to identify                                       6.       2. Outside        School staff that implements a variety of
     priorities and strategies for data driven improvement.                                                             educational       instructional methods will promote
                                                                                                                        consulting        increased student achievement helping
                                                                                                                        group - $35,000   students to learn at an optimal level.
                                                                                                                        – ARRA funds sy
                                                                                                                        2010-2011
                                                                                                                    7. 3. Continuation
                                                                                                                                                              ATTACHMENT B
                                                                                                                             of outside
                                                                                                                             educational
                                                                                                                             services will
                                                                                                                             require a
                                                                                                                             proportion of
                                                                                                                             $35,000 for sy
                                                                                                                             2011-2012 –
                                                                                                                             (Funding source
                                                                                                                             TBD)
4.   WCSD Secondary Special Education Site Facilitators will receive               2010-2015        Office School             General Fund-      This action plan promotes differentiated
     professional development in differentiated instruction techniques which                        Performance                    Special       instruction as a connection to student
     will support academic and behavioral performance in the general                            SSS Prof Dev Coord               Education
                                                                                                    SSS - SEAA’s                                 achievement. Differentiated instruction
     education and special education curriculum.                                                                                Instruction
                                                                                                    SSS – SE PC’s                                applies an approach to teaching and
                                                                                                                                  Support
                                                                                               Sec SE Site Facilitators                          learning that gives students multiple
     Secondary Special Education Site Facilitators will meet on a monthly                                             8.     1. Use of
     basis to receive professional development and site-specific technical                                                   current SSS         options to maximize each student's
     assistance. Professional development will provide coordination for                                                      staff               growth and individual success.
     Secondary Schools across the district to identify priorities and strategies                                   9.        2. Outside          Differentiated instruction provides
     for data driven improvement.                                                                                            educational         teachers with both theory and practice
                                                                                                                             consulting          to appropriately challenge the broad
                                                                                                                             group - $35,000
                                                                                                                                                 scope of all students.
                                                                                                                             – ARRA funds sy
                                                                                                                             2010-2011
                                                                                                                             3. Continuation
                                                                                                                             of outside
                                                                                                                             educational
                                                                                                                             services will
                                                                                                                             require a
                                                                                                                             proportion of
                                                                                                                             $35,000 for sy
                                                                                                                             2011-2012 –
                                                                                                                             (Funding source
                                                                                                                             TBD)
5.   Site based WCSD special education collegial teams will receive                2010-2015        Office School             General Fund-      This action plan promotes differentiated
     professional development in differentiated instruction techniques which                        Performance                    Special       instruction as a connection to student
     will support academic and behavioral performance in the general                            SSS Prof Dev Coord               Education
                                                                                                    SSS - SEAA’s                                 achievement. Differentiated instruction
     education and special education curriculum.                                                                                Instruction
                                                                                                    SSS – SE PC’s                                applies an approach to teaching and
                                                                                                                                  Support
                                                                                                    Cert SE staff                                learning that gives students multiple
     Site based WCSD special education collegial teams will meet on a                          School Administration     10. 1. Use of
     monthly basis to receive professional development and site-specific                                                     current SSS staff   options to maximize each student's
     technical assistance. Professional development will provide coordination                                         11. 2. Outside             growth and individual success.
     for Secondary Schools across the district to identify priorities and                                                    educational         Differentiated instruction provides
     strategies for data driven improvement.                                                                                 consulting          teachers with both theory and practice
                                                                                                                             group - $35,000
                                                                                                                                                      ATTACHMENT B
                                                                                                                     – ARRA funds sy    to appropriately challenge the broad
                                                                                                                     2010-2011          scope of all students.
                                                                                                                     3. Continuation
                                                                                                                     of outside
                                                                                                                     educational
                                                                                                                     services will
                                                                                                                     require a
                                                                                                                     proportion of
                                                                                                                     $35,000 for sy
                                                                                                                     2011-2012 –
                                                                                                                     (Funding source
                                                                                                                     TBD)
6.   All school administrators will be provided with information and the         2010-2015       Office School        General Fund-     The WCSD is working towards increasing
     criteria needed to participate in Nevada Partners for Inclusive Education                   Performance               Special      inclusive school practices for all schools.
     (NV PIE) Inclusive Schools week.                                                         SSS Prof Dev Coord         Education      This action step will assist the district to
                                                                                                 SSS - SEAA’s
                                                                                                                        Instruction     provide quality inclusive school practices
                                                                                                 SSS – SE PC’s
                                                                                                                          Support       at all school sites.
                                                                                             School Administration
                                                                                                                 12. 1. Use of
                                                                                                                     current SSS
                                                                                                                     staff

7.   WCSD special education teachers will receive professional development       2011-2015       Office School          General Fund-   This action plan addresses the need for
     to increase their knowledge of general education curriculum and core                        Performance                 Special    special education teachers to increase
     content to be equal partners in instructional delivery.                                  SSS Prof Dev Coord           Education    their knowledge of general education
                                                                                                  SSS - SEAA’s
                                                                                                                          Instruction   curriculum and core content. When
                                                                                                 SSS – SE PC’s
     Professional Development will include, but is not limited to, attendance                                               Support     special education teachers have
                                                                                                Cert SE teachers
     via web-based, site-based, and/or district workshop(s). Professional                                        13.
                                                                                             School Administration     1. Use of        knowledge of the general education
     development will provide coordination with Area Teams, which will                                                 current SSS      curriculum, they are able to increase
     increase the cycle of continuous feedback, in an effort to identify                                               staff            their teaching ability to assist students
     priorities and strategies for data driven improvement.                                                                             with disabilities to achieve continuous
                                                                                                                                        academic success while progressing
                                                                                                                                        towards the general education
                                                                                                                                        curriculum.
8.   The Special Education Department will create additional professional        2011-2015       Office School          General Fund-   This action plan addresses the need for
     development opportunities for paraprofessionals that include content                        Performance                 Special    special education paraprofessionals to
     overviews of students with disabilities and differentiated instruction                   SSS Prof Dev Coord           Education    increase their knowledge of students
                                                                                                 SSS - SEAA’s
     strategies in dealing with diverse learners.                                                                         Instruction   with disabilities and differentiated
                                                                                                 SSS – SE PC’s
                                                                                                                            Support     instruction strategies in dealing with
                                                                                               Paraprofessionals
     Professional Development will include, but is not limited to, attendance                                    14.
                                                                                             School Administration     1. Use of        diverse learners. When special
     via web-based, site-based, and/or district workshop(s). Professional                                              current SSS      education paraprofessionals have
     development will provide coordination with Area Teams, which will                                                 staff            knowledge of students with disabilities
     increase the cycle of continuous feedback, in an effort to identify                                                                and differentiated instruction strategies
     priorities and strategies for data driven improvement.                                                                             in dealing with diverse learners, they are
                  ATTACHMENT B
    able to increase their teaching ability to
    assist students with disabilities to
    achieve continuous academic success
    while progressing towards the general
    education curriculum.




.
                                                                                                                                            ATTACHMENT B




Project Team Template



                     The Special Education Delivery Service Model Project initiative will result in an extraordinary workforce
                    in which every employee assumes 100% responsibility for academic gains for students of all backgrounds

Charge Statement: 4.1 - Value and strengthen a positive, productive, self-renewing culture throughout the district       Project Sponsor:
with attention to safe, orderly, and respectful learning and work environments focused on student achievement.           Jane Woodburn, Chief Operating Officer
(Yellow)
                                                                                                                         Project Manager:
Deliverables:                                                                                                            Kelly Wales, SSS Coordinator
(SMART Goals – Specific, Measureable, Agreed to, Realistic and Time Specific)
                                                                                                                         Project Team Members:
4.1.4: Fully articulated delivery service models will be provided for specialized programs (e.g., SIP, CLS Strategies,
Social Resource programs) and resource room programming. Page 1 of 1:                                                    Carol Voss, SE PD Coordinator
     All WCSD teachers and administrators that support specialized programs will receive professional development        Kelly Wales, SE SSS Coordinator
    on implementing a fully articulated delivery service model in specialized special education programs, as             Jacque Matteoni, Area 1 SEA
    measured by professional development during school years 2011-2015.                                                  Suzanne Anthony, Area 2 SEA
    All WCSD secondary special education teachers will receive professional development to increase post-school          Shannon Ward, Area 3 SEA
    outcomes and job-readiness for students with disabilities, as measured by professional development during            April Carroll, Area 4 SEA
    school years 2011-2015.                                                                                              Ann Drendel-Haas, SE SEA
                                                                                                                         Rebecca Bailey-Torres, SE PC
                                                                                                                         Lindsay Batavia, SE PC
___________________________________________________________________________________________________________________      Ginny Beck, SE PC
Project Scope: 4.1: To develop collaborative relationships with WCSD staff that will value and strengthen a              Erin Burrows, SE PC
                                                                                                                         Peggy Cullinane, SE Transitions PC
positive, self-renewing culture.
                                                                                                                         Rebecca Engh, SE PC
                                                                                                                         Christine Flood, SE PC
                                                                                                                         Mary Hardin, SE Transitions PC
                                                                                                                         Crystal Pickett, SE PC
                                                                                                                         Peggy Polczinski, SE PC
                                                                                                                         Cindy Roller, SE ECE
                                                                                                                         Teri Salgado, SE PC
                                                                                                                         Linda Valle, SE PC
                                                                                                                                      ATTACHMENT B




                                        Washoe County School District In Action
                                     Special Education Delivery Service Model Project

Blueprint Action Plan Item:
4.1 - Value and strengthen a positive, productive, self-renewing culture throughout the district with attention to safe, orderly, and respectful
learning and work environments focused on student achievement.


Division/Department Core Target:
4.1.4: Fully articulated delivery service models will be provided for specialized programs (e.g., SIP, CLS Strategies, Social Resource programs) and
resource room programming.


Goal:
   All WCSD teachers and administrators will receive professional development on students with special needs, as measured by WCSD professional
   development during school years 2011-2015.
   All WCSD secondary special education teachers will receive professional development to increase post-school outcomes and job-readiness for students with
   disabilities, as measured by professional development during school years 2011-2015.


Metric:
Performance Measure 4.1.4: Percentage of teachers and administrators implementing a fully articulated delivery service model in specialized
special education programs will increase.

           FY 2010                           FY 2011                           FY 2012
            Actual                           Estimate                       Recommended
             40%                               75%                              100%
         1,609/4,023                       3,017/4,023                          4,023

Explanation: This measure identifies the number of teachers and administrators in the WCSD who are implementing an articulated delivery service
model in specialized special education programs, as measured by a formal observation tool (i.e. walk-thru form, etc.).
________________________________________________________________________________________________________________________
                                                                                                                                                     ATTACHMENT B
Performance Measure 4.1.4: Number of policies and procedures which fully articulates the delivery service model for specialized special education
programs.

            FY 2010                                FY 2011                               FY 2012
             Actual                                Estimate                           Recommended
              51%                                    75%                                  100%

Explanation: This measure identifies the policies and procedures for specialized special education programs, as measured by CSI/ISO Web
posting(s).
________________________________________________________________________________________________________________________

Performance Measure 4.1.4: Percentage of students eligible for special education who have increased post-school outcomes and job-readiness
skills upon graduation.
         FY 2010                        FY 2011                           FY 2012
         Actual                         Estimate                     Recommended
          30%                               50%                            75%
          250                               300                            375

Explanation: This measure identifies the percentage of students who are eligible for special education who graduate from high school with
improved post-school outcomes and job-readiness skills, as measured by the post-school outcomes survey and advancement/attendance in college
education.




                                                                                         Action Plan

                                                                                               Person(s)
                                   Action:                                     Date                                   Funding       Connection to Student Achievement
                                                                                              Responsible
1.   WCSD general education and special education certified staff and        2011-2015    Office School Performance     General     Teachers and administrators who receive
     school administrators will receive professional development on                           SSS Prof Dev Coord         Fund –     education to refine, implement and provide
     students with special needs.                                                                 SSS - SEAA’s          Special     support strategies to students with
                                                                                                 SSS – SE PC’s
                                                                                                                       Education    disabilities, are more likely to ensure that
                                                                                               Cert GE & SE staff
     Professional Development will include, but is not limited to,                                                    Instruction   students with disabilities are able to achieve
                                                                                            School Administration
     attendance via web-based, site-based, and/or district workshop(s).                                                 Support     high academic expectations.
     Professional development will provide coordination with Area Teams,                                          1. 1. Use of
     which will increase the cycle of continuous feedback, in an effort to                                             current
     identify priorities and strategies for data driven improvement.                                                   SSS staff
                                                                                                                                                    ATTACHMENT B


2.   WCSD general education and special education certified staff and        2011-2015   Office School Performance     General     Teachers and administrators who receive
     school administrators will receive professional development on                              SSS - SEAA’s           Fund –     education to refine, implement and provide
     instruction to increase post-school outcomes and job-readiness for                         SSS – SE PC’s          Special     support strategies to students with
                                                                                                 Cert SE staff
     students with disabilities.                                                                                      Education    disabilities, are more likely to ensure that
                                                                                           School Administration
                                                                                                                     Instruction   students with disabilities are able to achieve
     Professional Development will include, but is not limited to,                                                     Support     high academic expectations.
     attendance via web-based, site-based, and/or district workshop(s).                                          2. 1. Use of
     Professional development will provide coordination with Area Teams,                                              current
     which will increase the cycle of continuous feedback, in an effort to                                            SSS staff
     identify priorities and strategies for data driven improvement.
FOU J" W (\ :\lU:\TJO ' or "fR\!(T' ro R                                               ATTACHMENT C

F' (;IJ~ll L" GtH.G[ l[-\R' [R,:> -\ 'D qlJLn ' J ~ \\1 J H m,, -\BJlITJES



l\lCUTIIT SUIIII IRY
To conducl a comprehensIVe ('\'alual,on of Ihl' llU,llil), and impacl of s~rvict'S
prov,dt>d 10 sludenlS \\ Ith d,~b"ltlE'S and stunl'nl> who ar~ EnKlish I,mguage
le,.lI n.m. WJshoe County School Uistnct (WCSD) commi~sionro Slclson . IOn
As~()d;ut!S. Incutl'mart.'d to gain rh~ per~freCli\'t'S oi stJkeholdefs Jod gJthef
mr.lningful d,ll.l fmm a v,"Iriel\' of sources 10 caplur~ Ih~ str~nglhs .md areas of
concern rela live to servicE'S for students wirh niSilhiliti{'j; ,lnn services for sludents
\\ho lire Fnglish language Icarners.

SI~lwn   imd AUociatt'5, Inc. selecrt'd si;>; lusic methodologies fOf this e\'alUiltion .
The)' illduu~ focus group ~siuns iur k~ st.lkeholder groups. strucrured campus
visits that included a principal interview and classroom observa ti ons at ril l'ldoml y
selected campu~. survE'}'S of p.uent and faculty perceptions of WCSD ~('rvi('<;
structured II'It('''',ews with ke)' C('l'Ilrill onice pcr~ol'll'lrl o'Il'In a rl'virw of WC<iD do'llo'l.

In an initial plannll'lg session with the LJeputy Superintcndenr, Chief Student
Support Offic('r, and a reprt'St'nla live irom rhe Studenl Support Dcpartmcnl s(!\Irn
goals wirh accompanying cvaluation question~ rclated tn quality servicf'<; for
stlld('nt~ wi lh di<;'lhilitic<: I$WI1) and for SlIJnents whn arc English lallguagt~
l earners (EL l) were selected.

      COiII I. 	The <lchiel'ement slaristics for Ell <lnd SWLJ <Ire equal to rhe disrrict­
                 wid~ SIJliSlics for slud~nts nol counled as "suugro1.l1)" under No Child
                 left Behind legislatiun per Adequale Yearly Progress provision.
      Gwl 2. 	 T~.Ich~l~ Il.Iv~ th~ knowledg~. skills••md ("ommilment 10 pro\·ide
                 highly ~rf~liv~ in~tluct ion 10.111 $Iudlml~. induding Ell,lIIu SWD.
      Goa.l 3. 	 School leaders embrace shared ownership for all studenlS. including
                 Ell .lnd SWD .lnn emure In..1 instrUClioMI qu,llit)' ..nd leg.,1
                 complianc~ standards are met.
      GO.1I 4. 	All WCSD educ.:Jtors neml)n~trille CUIlUfill pmficiefll..) · .:Jnd
                 ilppred.llinn for ni\'er~it~' in ~Iudcnl learning Cnar.1CICrislics 10 ensurr
                 thilt sefllic('S mr.ct criteri,l for holh exccllence ;md cquil)·.
      Cool 5. All dedsions ({'lo'Ilcci In Fit ;lIld SWD MC mJdc on ,'In il'ln"'idual. 

                 sludent.. s~ific b.lsi~ .lnd ,u{' not dicI.llOO by IJhcl or place. 

      (;0.11 (,. Ill/m,ln .md C<lpit<ll r~urces arc utlh100 in wa)'s lh,11 arc effectlVc 

                 <lnd E'fficient 101 achl('\'ing the goal~ of servict'S fOf Ell and SWD.
      Goal 7. 	 WCSD provides a seamless system of supports fOf Ell and SWD that
                 has eliminated separate, or p.arallel ~ystelll~ <lnd reinforce. the
                 unde~tandll'lg thaI all students are general educatron students who
                 are full members of the school commumly.




\1 ",Silo[ COlh -n       ~CJ I OO l 1)J~TRI( T                                                      o
H_K'\ Nil 1-\ \III \ 110'   n~   'HH In" FOR 
                                  ATTACHMENT C
~, (,II"'II   \ "(,tl\(~~ IHR'FR' ""D ,nIDl:'>.TS WITH        DI~_\BIlIll~" 




This report .s organized around S('\'en key topir( tak('n fmm the se\'en gOdls dnd
(ontdins findings dnd recommendations relal"'e to c-ach g0.11.

Major Findings
    1. 	 The ni~trict'~ focu( on acC'ount,1hle achicvcment is moving the district from
         a VI<IM oi Wh,1t nN'fl< to hI' to a pl.1n oi wh"t will be done. by whom, and
         under what condition ior succ~s .
    2. 	 A <,gnllir"nt number ni iaruity lonl' in thrcc) including administratu~ are
         not Cfjuiprcd to rcach thc acadcmic targets for students wi th diSiluili ties nor
         do Ihry Iwlirvc these target< arc allainable.
    1. 	 A <ignifir,lnt numher ni i"rulty membc~ lone in five) do not have a strong
         r.ommitmcnt to l'Iiminating the achievemen t gap for students with
         nl<.1hilitiM ann ior <turfl'nl< who .1rr English language learne rs.
    4. 	 The di<lrirt i< aClivel)' rng,'gcd in implementing a Response to Imefl.'entiun
         (IW I proc~s as onc m(>ans to elimin,1lC thr ,Khicvement gap ior alllc.lrners.
          I his practICe has man)' beneficial results.
    5. 	 There are ~everal is~\!es with th", Rtl procr« th"t .1fr nl'g.1livr ly imp,K ling
         Ihe quality of sefl.'ices for students wi lh disabili ties and students who arc
         English langu age learners "nd mal' b", impeding Ih", achie\'emrnt oi Ihr<1'
         student groups.
    6. 	 The scheduling of Ih", interve lllion blocks throughout the day 1< prp"f'nting
         .1rcrss to S[lC'ri.1l1y ncsigncd in<trurtion ior sturfenl; with rfisahilities ann
                                                      ,
         <1'!Vices ior slunents who ,1rc Fnglish 1 0gU"gC le.1rncrs.
    7. 	 The RII process is viewed as a roadhlock to s~ial educatiun s~!Vk~s uY.l
         ~ignifiran l oumber oi f;Jclll l), inr.Juriing C.1mpus ~dminisl r.lttlfs.
    H. 	 The school climate at each schoo! visited variro from vcr)' wclcoming ~nn
         Invl tmg 10 n('ulra!.
    9. 	 M.ln}· pro.1(livc Ic.ldc~hip pr.lcticcs Ih.l\ support IC.1ChN .10d Sludcnt
         achicvcment w('rc ohscrw-fl in W(S[) C.1mpuscs.
    10. Mulliplc planning opportunities 3rt' available and usro h~' tc,'chcrs fnr
         instruclional planning linked to the gener~! curriculum with auention to dala
         drivcn decisions.
    11 . The geO('ral curriculum Sl.mdards S('1\'e as the reierence pomt for
         instruction",1 planning.
    12. Planning does not adequately address the needs of studenl$ wilh disabilities
         and students who are English laog uage learners and many schools do nOt
         havc adequa1C pl.1nning Iwtwccn genNal .1nO special cOuc.lIion ,1no English
         laoguage Icarner leachers.
    13. Ther~ is limited and inconsiSI~nt use of dassroom instructiunal W.llt>gies
         Ihal support th~ nt't'tls of uiv~rse I~arnt'rs, Sluut'nlS with dis.d)ilitit'!> .lnd
         students who .1rc Engli<h 1.1nguagc ICMnrr~.




                                                                                         OJ 

IOcu,m (\ "IU .l.Tl(" 01 "U~\ lCb ~t)1t 
                          ATTACHMENT C

I 'C.U~II L"'GlI,"G[ L["R'fR" "'0 ~TUm ' I" \\ 11 H O!""RlIlTlr" 



      1-1.AccommOO;.ttions for StUUtrus with disabilities iIIl! incnn~i~lenlly
           implemlmled, lhuslimilin8 il(CtsS 10 .md progress in the general currICulum.
      15. The 	W($D has systems in rlJce 10 provide pfOtt!.Sional development to
           teachers regJrding quality services and reqUlrement< for studenls wilh
           dis.luil!tles .lnd students who .Ire ~ngllsh language Icarners.
      16. The lesuhi of the professionJI development is producing limited change in
           prJuiLl'S fu r studt!!b with diMloilities .lOld student5 who iIIe English
           l'I!!)!uJgt ItJmers due to insuffident follow·up Jnd in:.ufiicient st.lfi \0
           provide (LL lr"inin)!.
      17. There is ~ hi)!h level of ~grccmcnt thilt students with disJbili ties Jnu studtmts
           who ~rc English l~ngUJRC learners are full members of the school. yet the
           responsihility for these t\\"o Rroups is not shJred by J significJnt number uf
           L'flu(J tms.
      16. While there is (ompelling evidence thJI most school leJders J re supporti ve
           :md provide leadership fur English I,mgu;.tge le.nne rs .mu stuuents with
           dis.lhilities. a Significant numher of leJchers do not Jgree that le;.tuers
           pmviue cieJr support and direclion.
      19.The WJshoe County Sdn:101 Dist<ict provides cie.lr and necessary
           iuforrnJliuli .I!lU upporlunities for C.llllpUS leaders rl'garding federal and slale
           cornpliance issues relali vl' 10 English Language learners and Sludents wi lh
           d is.luilities.
      20. Thnugh .1 st~ t(.'11 goal of th e \Va~hoe Coun ty Schoo! Di,lricl, the appli{:;.tliun
           III .:ullurallr re levant in51ruclillll in the cias5room is limi ted and imp3cled ur
           1l1'8,1ti\'1' hl'lil'k
      2 1. Thl' 	If'\!1'1 of ~~Ii~f~clinll with currl'llt profession.ll nevelopment rel~ti ve It!
           Culrur.lllr Rc<pon~jvr Instruction is mixen.
      22.Though mOSI faculty view specral education te~rher< .lnn ELI te.lchrrs .lS
           ml'mncrs of Ci"j1J.1' status, a significant numher nf HI. le,1chcrs ann special
           l'duciltion teilchers dl) not share Ihis I'je w.
      23.<':onSiSlenc), of pt,lc tice 	from school to school is imp.acting the qualily of
           ser,"ic~ for stuuents whu ,Ul' ELL ,mu stuuenlS wilh disabilili~.
      24. The 	 district is moving 10 ,l uecision.m,lking process for students with
           dis.abililies that are individu,lll)' determined rather than label driven.
      25.1he districts focus on ,lccoun\,lble ,lchievement h,ls incre,lsed ,l!tention to
           aSSE'ssmenl dat,l. resulting in more focused instruction,ll services for students
           wilh disabilities ,lnd studenls who ,lre ELL however more services seem
           na:~s.lry.

      26. Personnel 	 r~urces 10 support the se r\'ict'"S fm students who .Ire English
          language learners do nOl appear sufiident.
      27.While there is a perception Ihat Iherc .lre insufficienl human I~UlCes for
          students wi th dis,lhili tif'"< hy some, cificil'nry .1nd cffective pf,lCticcs ,'ppcM
          10 he lhe ronl of Ihis fl£'fCCIVM nf'NI.




II   -\'~II()[   COt I ' , f SCI 100) UI"lII.1CT
HXlNI) I \ .. ltl ..TII   >, ()F ~FR \ I(T\ rOR 
                                 ATTACHMENT C

~".tl\ll I \'1 ,Il \r.~ I HK'fK'" ""0        \TlIDl'T\ \\]TH I)I~.\BIU m., 



   28. Pilwnl~ of siudenis wilh disJhilities .If~ included in deciSions regMding Ihl'i r
       child and 10 Ihc h\'c of Ih(' «hool communit}' and r~rllhe}' ,lie re5pecled
       <lnd \.llued pilrtncrs In Ihc school.
   29. As .1 101.11 group. pilrents of sludents wilh diSilhilitif'< I'xrrN;~ed iI high degree
       of s.ltlSl.lCIIOn wllh sel\ Ices for students" Ilh dis.Jbili lies however p.1renls of
        high school students wilh diSolbili\ies dre less s.ltisfiE'd.
   ]0. P;m!nts uf slud~nts whu ar~ English 1          .lI1guolge leolrners expressed d high
        degree (If s,ltisfildion Jnn .lpprcci.llion for the Ji.t'f\·ices their children .lre
        receiving ilnd off~r mJny pmili\"e 5uKllt'!Ition5 tu i!l1pru\·~ th~ qUollity of
        *fVke fur English langu.lg~ I~arnels.
   ) 1. f.lculty tlolS J high reg.lld fOI p;!lenls uf ~tudeuts with dis.luililies .lud polleuts
        of students who .lre English l.loguJge leJrners ;lI1d views Ihem as partners in
        th~ proc~s of ~ur.:.I ting their children.
   12. The 	 level and qU.lli ty of collJbor.ltiuo ~Iw~n generJ I .lIld special
        eduGl tiun is neg;lti\"~ly imp.lr.:ting the quality uf se",ices a nd the delivery of
        ~er...iccs fm studeots with di~i1hilities ;md for students whu are English
        language earncrs.


The ('villuation of scrvlces fm SIUnenTS with disJbilities J nd students whu are
[nglish I.lnguilge leilrners io W.lshoe COUnl~' School District repreSl;' nts an
assumption of gWJ ter responsihility for all studl;'nts and an I;'mphasis UI1 eX(;l;'lIl;'l1tl;'.
This I;'valuation \\";15 undert.l kl;'n.lt a ti me of consider.lble changl;' ill the distriCl3lU.l
repres.cnts iln open .lod honest inquiry into thl;' status of Illeselll servi(;es .1 111.1 the
~rceptiuns of multiple stake holders. The rer.:olmneodations are comprehensive
and will rt'(jutre time. effurt l·ummitme nt .Il1d resourtes in orller tu be fully allll
appropri.lte ly implemented.

The Washoe Count)' School District is well recognized as (Jne in which thl;'rt.' is a
commitment 10 inveSling in the future ~on the p~thw~y to reform~ . II is to be
commended on t.lking POSilivt' ste-ps tu assure efiective olnd equilolble practices in
its prOKram5 .lnd sch{)()ls. By I;'\'.llualinlo: Ihe special ~UCilli(Jn PIOIo:"1I11 Jlld the
progr.lm of se",ir.:es for English l.lnguage le.lrners at this junr.:tUle. the dislrill ha,
t.lkeo a n impress!\'e step toward achieving Ihose reforms necessary to ensure
suness for ~3ch dod every le.lrner. It is hoped Ihill the recommt'ndations offt'rt'd
in this report will 35sist the district in successfully m~ling Ihe gwls established for
sef\'ir.:es to students with disabilities .lOd for studenlS who are english lJnguJge
le.lrne.s in WCSD.




                                                                                            III
n K\I~lI> f\ -\lLJ \·!lIl'      fJf ~Hn In~ ~nR 
                                   ATTACHMENT C

('Glbll l>, '( ill \(,~   l~   \K "·K~ \ " J .. ! IlrJF,n \\ ITH Dl" \BIU III·, 



Recommenda tions

A v isi ble, V(' rha l Com mitment to Equity and E...cellence fo r All

    I . 	 At the hlgh~1 IC'o'('I, dfW communit:ation reg.:nding the direction of the
          dim;c! relative to S('rving sturlCnl~ who art~ English language leilrners and
          siudents with disabilities must ~ (')jprcssccl. This includes a statl'nll'nt that
          .lUdrt'Ss('S ownership, shilred responsibility. e)(p«:I ..lIions for use of research ­
          lMred practices, .!ccommodatlom, c uhuraUy responsive inslrUl;tion . mU
          Sh.lf~ .lLCOU!1t"oilily fOI Ihese 1WO student groups and su(("('~s for il U mhl'r
          1"..Iml'l;.


O rgA nizd lional St ructure and Support
   2. 	 In cre;};1' Ihc amo unt of administrative support ~rsonnel for students who
        .ul' Fngtish 1.1nguage learners. Turn thl' {;UlIl'flt Ell Adm ini str"tor position
         0
        1 a Direclor le\"cl positioo and add arl'a . ldl11inistrJlors 10 suppol! Ihis
        r,l[1i dl \' growi ng 51'1"il:l'. lncrt'asl' the numuer of plOgram coordinoltors so
        thai thc schools 01,1\' rC(:ei\"c the needl'd tr<linin,ll and suppo rt for these
        Il'arnNS.

   J. 	 De5ign guidelineo;{procedures <lnd a common fr,lml'Wn rk It'garding indusive
        eduColtion and aCCe5sing the gener.!1 cdUC,llion ("urricuittm hy stud!!n!s with
        dis..ui lities.

   'I. 	 Enh..nLI' (onnnunication links from the speci~1 education department and
         thl' Ell {lejlill t(l\cnt throlJghuut the dimiet, IncllJding informol tion and
         documents on the di5trict website as \\"1'11 ,,~ ~I' ..IILhi~'1;! of del'al\lllt'nlal
         communications.

   ;). 	 DI'\·e lop" st"keholde r fet.'tlw(k s}"stem fOI major depal lment Inillatl\'es to
         ul'tter inform thl' district on accl'ptant:1;! a nd plogll'SS.

    b. 	 Continue to w()fk with IMre nlS to enSure olCCesS to dlstlict Information
         through <I \'<lril'1)· of formats. Dete rmint' guidelines and suggestions relative
         to communication with I'drellts that address both Ihe frequency and type of
         commUlliCollioll Ilecess.aly fUi each stuU"llt.

   7. 	 Conti nue the pa rtl1l:"$hil' wilh thl;! local uniH'rsil}" (UN It) Ihat will ~nefit
        Mudents wilh dis.abililies. students whl) "Ie English I.mgudge ledrners antVor
        the stai( thaI 5ul'pon them.
I nCI NI) H \II! \ II{)' nf ' FR\ICr.s fOR 
                                  ATTACHMENT C

~'(,LI'1l1 "I ,11 · ,f I F"'R'[I\S·"D STllD[ 'T~ \\ II H IllqlllllTlf' 

                  K


   8. 	 Strengthen each d('p,l"mcnl'~ pruces~ for developing.. upO~ling.
        uisselnin<lling <lnd explaliling operaling prcx;('clures IhJt infurm stakeholders
        huw to access services, procure inform;lIion ;lnrl whu tu contact for each
        pmw.tm (umpontml.
   9. 	 Continul' 10 review. refine. <lnrl monitor dala regarding swdent performance
        for each school. PmviriC" ~ intC"r..,ention ~ 10 Ihe M:huols in need of assistaoce.
        Pr(l1Iidc structur('d t!'Chni!':.11 .ls~isr.1Ilce where the n~s ,lie identified, the
        cI,lssroom l'lr,l,tic('< ,lrC" nored, .lnrl ploln of a(.1iun b Ut-Vll'Ioped and
        Impll'mC'nlcrl.
   10. Creale more opportunities 	for parent> 10 I>e in\ol"ed in the eduCiltion ,lnd
       process for students with dis.a.bililies ')nd students who ,ue English I.lngu<lgc
       It!..u nels. (note the suggestions of p.1lents and faculty {'onr;'lIOM in Ihc report
       Ihat induue dJsses in English}.

   11.0esign guidelines for inrlivirlu.ll1r rlerermininll the type Jnu It-vel of sef\'ice
      and support re-quired for ('(Ich swdent who i~ Fl L

    Il.EvJluJte the necessity of hJving a separate facility for srurlenl. wilh
       di~<Ibi l i ties .




Professional Development, Tr')'l1iI18 and Follow. up and Manilaring

   13. lnve5tiga te the precise level of SlOP ,lorllor GI An tr.'lining pmvirlcd for
       tea(hers, particularJ)',)t the secondolry level and provirle Ir.lining for all Siafi
       including tt<lining for new staff In <lllml'l) m,loncr.

   14. Pro\'ide follow-up to the SlOP/GLAD traininS to <lddress concerns <lnd go
       deeper into the \'driou$ J ~l't"ts uf the strategies. This rna)' Include modelins
       lessons. sharing lessons. and oOS@f\'inS Sood pr,lCti(e5. follow·up is
       eso;.enlial and ~hould bt' nun, oeg()[iable.

   15. Mon ilor the 	implemen\,Uioo of pra(!ice of SlOP and GLAD anu plOvide
       feedlhlck 10 leachers rel;,,;,,1' 10 the impk'ffientation of the pra(.1ices.

   1(" Pmvidr- ll'ilrlcr~hip trillnlng 1'(>1.1II\'C 10 impJcmcnMlion of Ell Woltcgies.
       difir-f{'nl j,llion 01 In~lru(IIOn <lC(ommoo;rtioos ,lOrl mrxliiications for sturlenlS
       with di"'lhili,iM anrl Ihc provi~ion Of in class suppon ,lOrI speciali~ed
       suppan.




""C';;'"H"(l;;C(C.\'ll"IV'"T'i'Cy",r("IICuO(;;)l'D'I"ST"R~"CT"-------------
             [                                                                          m

H.llII'I-I) H ~111~l1(r\' 01 "[R\"I(T~ rOR                                  ATTACHMENT C

lV,II'H I \"~lI~C.F tF.~R'lll'. .~'D ~"n l m' I' \\ II H f}IS~llllrn[S


    17. Provide- all schools with thr h~~in of inLlusiun. This inc ludes a cooc(j1tu.11
        ir.nm~work ,md an unde-rstanding of the models uf support lhe- deciSion ..
        makinK process, and inslrULlional practice-s that support students with
        disabili ties in the gener.,ll edUL.,llion classroom.
    18.Cuntinue the prdLtice uf structured technical assistance rhar indudt's a
       neeOs assessment, fJeult)' ]Jerceplions, a plan of action "nd prnfcssiunal
       dr:,vrlopml'nr and support rel.1tivt' tu inclusive practices iOf students with
       dis,lbil iTif'S.

    19.0l'trrminr diWict respClI'Isibilities fur establishing teacher guidelines in
       lesson planoing for swdcnts with disabilities and students who are ~nghsh
       language learners. Identriy lIalning ISSU£':S .,nd prnvide needed infurmation
       on processes, materials andfOf requirements rn teachers, paraprufession.,lls.
       and administrators. Uesign gUldelln{'<; for ;uiminislraTors in ulilizinl\ follow­
       up strategies and contrnuC'd monitoring 10 ensure consistent ap]Jlic.uioo of
       the- lesson planning rroc~~~
    20 _Providl' general c'(luc"tiun cuntent training for special education staii
        ml'mhrrs 10 incrl'a511 knnwlcdKc levels uf the general curriculum. thereb~'
        inr:rl'asing Their valUe! to Keneral eduLatiullte.ldlerS.
    21 .Address the .lIed of M.llh inStruction relative- to the Ell studrnt. Prnvinc
        ddclitiunal support to leachers reSJlding this subject.

    22 	PFQ\' ide training for p.lr.lprofcssionals that include contenl overviews of
        aColdcmic MC.,~ in which the)' Me invoked, as well .J~ the uO(' of efie<\ive
        dltlNcn\lated stra teglCS.
    23_Form .1 group of rcprcsenl.lti\'cs from each uf the C.Jrnpu~ 10 selec\ a
       prugrdlll of jJOliitil'e ~h ..\'iur..1 supports and interventioos that can Ix> used
       consistently across the- district.            Crt'ate- a plan and tlmeline for
       implementation of thiS program.


Sc hool-liolseri   le~ d ~ r5hi p

    2-'. School h:O.1ders mllst echo the district fOC"u~ ,lOr] be!licis regarding the
         educatron of students with disabilitiCl; and slrlrlen ts who ,lre English
         languolgc learners_ Shared responsihilit}, ,1no ownership is nun -negutiable,
         Ihe use and practice- of accommodatrons, modifiCations, differentiated
         Instruction and SIOI'/GlJ\O watl"gies is nOt only e~pcctcd hil I ,,150 must he
         nll.JllI\Oled.




\\\~Ij()~n)lJ'l\ \CI IOOII)I~Jltrn
                                                                                    DII
I ( H ll"l-lll-\ \1 (J \J JIJ' OF "F Il\lt - F~ rOR 

     ..                                                                                 ATTACHMENT C
['( ,lI'lI I " ( ,II \( ,I JI· \K '~ Il~ .\, ' D '-TUO[ \;T-:\\ IHI l)lql'JI! 111-' 



      25.. Asslgn all special cdlJc~tion st~ii In grade levels, core learns, dC'pMlment
           leamS in oldel to f.lcolit.lte col1.1boralion, <ho1l"(, inimmatiUIl ,llld be involved
           in mini . staff develupmenl ~sions wIth the-II gC'ncr<l1 ~uratinn wlleJgues.

      26. tncwiI<t' highly 	Cjuilliiied, trained inslrucliulldl st.lfi 10 meel Ihe ncros of
          students Wllh dIsabIlitIes whose suppan< 011"(' to Il(! embedded within Ihe
         generJI education d"ssloo!ll .
      27.. hl\·t'Stig.lte .lnd ce.lst! Ihe pr.lClice of using Hl te"cher< ilnli teachers of
           SWO to provide intef\·entioos in a manner th"l pr{'\'~t thl'm fmm working
           with the studenl groups irom these populatIon<.
      28. Slgnltkantly IncreaSE' the ethnIC an(l cuh"r,ll (Iiversil)' of the teacher facuit),
         to apprO~lmale student demogr<lflhin. R(!Crui, and hire leacher) ",Iou .ue
         bilingual <lnd offer classes In 5p,lnidl for Ic,lcners.

      29./I.·Ionitol the performilnce imd implementatIon nf rl'Seo1l"ch . basw and
          e"idence ..based pI.lctices through classroom ohservations, using checklisls
          thJI describe Ihe proKtices.
      30. V\,olk wilh the progr.lm coordin.ltors 10 determine differentiatcci prnf(!"Ssional
          develupmen t needed for the lJrnpU). This rna}' include formal sessions on a
          specific tupic, or uther jou . ernueudeu prJctices.




\\   '\'~IIOL   COIL'"I)   ~(J   IOOl DhTRICI 	                                               DIll
BoardDocs® Pro                                                                                    Page 1 of 2




Agenda Item Details
Meeting         Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category        7. Presentation/Information Item (No Action)

Subject         7.02 PRESENTATION AND DISCUSSION OF SCHOOL, PARENT, AND STAFF CLIMATE
                SURVEYS CONDUCTED TO ADDRESS CLIMATE/CULTURE COMPONENTS OF ENVISION
                WCSD 2015 (20 Min. Presentation)

Type            Discussion, Presentation


PRESENTER(S) & PRESENTATION TIME:
Dr. Paul M. La Marca, Chief School Accountability Officer
(20 minutes)

SUMMARY: School and community safety and climate play a prominent role in Envision WCSD 2015.
Specifically, Goal 4 is to “Value and strengthen a positive, productive, self-renewing culture throughout the
district with attention to safe, orderly, and respectful learning and work environments focused on student
achievement. ” In addition, School Climate/Culture are foundational elements of The Pathway. Data to
monitor and report school and district climate will be gathered, in part, from Student, Parent, and Staff
Climate Surveys. These surveys were administered during May 2011.

The current step is to provide the Board of Trustees a brief overview of the Climate Survey, its purpose,
and highlights of results collected from each stakeholder group.

ADDITIONAL BACKGROUND INFORMATION: Administration is currently defining key data indicators
to be used for foundational Pathway targets. The discussion will provide context as to what information
can be gleaned and compared across stakeholder groups and across schools. The Board of Trustees’
discussion regarding climate and safety survey results might be used as baseline information in setting
targets for School Climate/Culture.

Data from the surveys will also be used by School Police and Counseling staff for program improvement
and accountability.

      Date: March 22, 2011
Related Action: Board received update on progress made toward strategic plan implementation.

          Date: August, 2010
          Related Action: Board launches Envision WCSD 2011

ATTACHMENTS: A brief description of the climate surveys is provided.

BOARD POLICY/DISTRICT GOAL: Goal 4àValue and Strengthen A Positive, Self Renewing Culture;
Objective 4.1 – Ensure Safe and Orderly Schools and Collaborative Relationships; Objective 4.3 – Foster
Diverse, Inclusive Culture.

LEGAL: N/A




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FINANCIAL: NA

COMMUNITY INVOLVEMENT:The Parent Climate Survey was developed by the Parent Involvement
Council and its Needs Assessment Committee.

ALTERNATIVES: NA

SUPERINTENDENT’S RECOMMENDATION: Discussion item only.
  Climate_attachment.pdf (399 KB)




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                                Washoe County School District (WCSD) School Climate
                                Survey Overview, 2011

A safe, caring, and engaging school climate promotes positive development and academic
achievement. In recognition of the importance of school climate, the WCSD developed an annual
survey to assess the perception of school climate and safety among students, teachers and staff.
The WCSD school climate survey is intended to provide schools with information needed to
support a positive learning and working environment.
The annual survey battery consists of four instruments: (1) Student School Climate Survey, (2)
Student School Safety Survey, (3) School Employee Climate Survey, and (4) Parent Climate
Survey. Each survey captures information regarding specific areas of school climate. Each is
outlined below.

Student School Climate Survey
Student items are grouped into six climate components:
   1. Teacher Expectations and Support: teaching and learning, teacher-student relationships
   2. Fairness and Respect: respect for diversity, discipline
   3. Student Engagement: school connectedness and engagement, confidence in self,
       participation in decision-making, intrinsic and extrinsic motivation
   4. Parent Engagement: welcoming environment, support of learning
   5. Physical Environment: building cleanliness, maintenance, inviting aesthetic quality
   6. Safety: physical security, social-emotional security, knowledge of safety protocols

Student School Safety Survey
The Safety Survey is intended to inform targeted deployment of resources for prevention
and intervention purposes. Due to the range of information needed, a separate instrument was
created for students and is independent of the Student Climate Survey. Safety items are grouped
into three areas:
    1. Physical and Social-Emotional Safety: perception of safety, victimization
    2. Safety Knowledge: safety protocols, capacity to respond to emergencies
    3. Behavior: drug use

School Employee Climate Survey
Teacher and staff climate items are grouped into six climate components:
   1. Expectations of Success: expectations of student, teacher-student relationships
   2. Fairness and Respect: respect for diversity, discipline
   3. Home-School Relations: parent engagement
   4. Instructional Focus: classroom management, instructional priorities
   5. Leadership, Working Conditions, and Teacher Engagement: leadership effectiveness,
       professional collaboration
   6. Safety, School Pride, and Physical Environment: physical security, safety knowledge



                                               1
Parent Climate Survey
Parent climate items are grouped into six climate components:
   1. Supportive Place: welcoming environment
   2. School Leadership: principal relationship
   3. Quality Education, Home-School Relationships & Communication
   4. Safety & Behavior: safety, drug use
   5. School Operations: access to technology, facilities

Common Threads across Surveys
Several themes are measured across teacher, student, and parent survey instruments. A
comparison of responses across respondent perspectives allows deeper exploration of areas of
strength and weakness.

                             Select Cross-Instrument Themes and Questions

 Belief in Student
      Student Survey: Q5g. My teachers believe I can learn.
      Teacher Survey: Q3b. Teachers at my school believe all students can learn.
      Parent Survey: Q7c. The teachers believe my child can learn.

 Home-School Relations
      Student Survey: Q7a. Adults at my school view parents or other family members as partners in
       supporting my education.
      Teacher Survey: Q6a. Teachers at my school believe that parents are partners in the educational
       process and Q7a. I have met most of my students' parents or guardians.
      Parent Survey: Q3e. My child’s school sees parents as important partners.

 Overall Safety
      Student Survey: Q9a. I feel safe at my school.
      Teacher Survey: Q14a. I feel safe at my school.
      Parent Survey: Q11a. My child is safe at school.

 Welcoming Environment
      Student Survey: Q7d. Parents and other family members are welcome at my school.
      Teacher Survey: Q6b. My school is welcoming to parents.
      Parent Survey: Q3a. I feel welcome at my child’s school.

 Care for Students
      Student Survey: Q5a. Adults at my school care about students.
      Teacher Survey: Q3c. Teachers and staff at my school care about every student.

 Student Empowerment
      Student Survey: Q5b. Adults at my school listen to students’ ideas and opinions.
      Teacher Survey: Q3a. Teachers and staff at my school listen to student ideas and opinions.




                                                   2
SCHOOL CLIMATE SURVEY
PARENT, SCHOOL EMPLOYEE, AND STUDENT OVERVIEW

Washoe County School District, 2011


Presentation Objectives
1. Overview of School Climate and Survey Purpose
2. Description of the School Climate Survey
3. Select findings from each Respondent Group
What is School Climate?
School climate is the physical and
psychological aspects of the school that
are more susceptible to change and that
provide the preconditions necessary for
teaching and learning to take place.
                                     Tableman, 2004

Research consistently finds a positive correlation
between better school climate and increased student
learning and achievement (Jones et al., 2008)
School Climate Overview
            Student
            Climate
                         School
Parent                  Teacher
Climate                 and Staff
                        Climate




            Student
          Achievement
Purpose of the Climate Survey
 Foundational Pathway targets.
 Family Engagement.
 Student Safety: Improvement and resource
  deployment.
 School counselor accountability tool to monitor
  American School Counselor Association standards
  for students.
Student Climate Survey
 Two Instruments:                Student Climate
                                  Participation
  1. Climate Survey                70% response rate,
  2. Safety Survey                 9,866 respondents
                                  out of 14,191 students
 Grades 5-9 and 11 surveyed
                                    who were invited.
 Administered online via K12
  Insight
 Coordinated by counselors and   Student Safety
  site administrators             Participation
                                   68% response rate,
                                   9,654 respondents
                                    out of 14,176 who
19,525 students completed the         were invited.
survey during a 5 week window.
                          Components of Student Climate
                                                      Student
                                                    Engagement
                                                              80% of students report
                                                              being engaged in school.




              Teacher
            Expectations                                                                    Parent
                                                    Student                               Engagement
            and Support                             Climate
72% of students agree that                                                                        74% of students agree
                                                                                                  that parents are engaged in
their teachers support their learning                                                             their education.
and expect them to succeed.




                                     Fairness and
                                                                          Safety
 65% of students agree                 Respect
                                                                                         72% of students agree
 that their school is a respectful
                                                                                         that they feel safe at school.
 environment and fair.
    Parent Climate Survey
•   District Parent Involvement Council
    •     Designed survey questions
    •     Advocated for paper access to the survey
    •     Distribution – return boxes
    •     Sorting – return surveys
 Communication - Reminders
     Connect Ed phone calls, Facebook posts, Tweets, reminder
        emails, press release and direct reminders from schools

                          Parent Participation
              • 26,831 paper surveys distributed  6,414 returned
                • 14,365 emails with link sent  4,801 returned
                           • Total Returned: 11,215
        Components of Parent Climate
                  Supportive
                    Place

Home-School                       School
Relationships                   Leadership


                  Parent
                  Climate



  Quality                         Safety
 Education

                   School
                  Operations
School Employee Climate Survey
                           Who Responded
Teacher (n=1,924)                       Staff Participation
Counselor, etc.* (n=198)                 51% response rate,
Teacher Assistant, etc. (n=193)          2,757 respondents
                                          out of 5425 staff
Secretarial or Classified Staff (n=156)
                                         members who were
Administrator (n=153)                          invited.
School Nurse, Health Aide (n=64)
Librarian (n=48)
Nutrition Services Staff Member (n=2)
Transportation Member (n=1)
* The Counselor group includes Psychologists, Speech Pathologists, and Other Student Support
Positions, while the Teacher Assistant group includes Instructional Aides and Parent
Involvement Facilitators.
         Components of School Employee Climate
                                                      78% of school employees
                                     Instructional    agreed that instruction is high
                                                      quality.
                                         Focus        .


                                                                            Leadership &
            Home-School
                                                                              Teacher
             Relations
                                                                            Engagement
72% of school employees                                                           70% of school
agree that parents are engaged        School                                      employees agree that
in their child's education.
                                     Employee                                     the working
                                                                                  environment is positive.
                                      Climate


             Expectations                                                        Safety*
              of Success
                                                                                  88% of school
83% of school employees              Fairness and
                                                                                  employees feel safe at school.

agree that their colleagues expect
                                       Respect
students to succeed.
                                                 81% of school employees agree
*Single item                                     that their school is a respectful place.
  Select Findings
A number of positive findings were identified:

• Across school levels, 97% of students feel that
  education is important to their future, and 96% believe that
  they can learn new things.
• Staff expectation of student success is high, with 87% believing
  that all students can learn. This sentiment is shared by students
  who agree that their teachers believe they can learn (88%).
• 92% of students report that their parents encourage them to do
  their best in school.
• Regarding safety knowledge, 92% of students know where to
  seek assistance for bullying, 91% know what to do in case of a
  fire, and 92% are aware of procedures in an explosion,
  earthquake, or crash at school.
  Select Findings
 Several items emerged as requiring attention:


• 50% of middle school and 42% of high school students do
  not feel that teachers relate their schoolwork to their life
  outside the classroom.

• Students’ feelings of safety in specific school locations are
  lower than their general feelings of safety. Overall, 59% of
  students feel safe during lunch, 43% in the school restrooms,
  and 57% moving between classes.
  Select Findings

Items arose that merit immediate attention:
• Bullying is prevalent at all levels, but particularly
  at middle schools, where 56% of students agree that it occurs
  and 52% of staff believe that harassment or bullying is high.
• High school teachers believe that alcohol (48%), drug (47%)
  and tobacco use (58%) is moderately or very common at their
  school.
• In the past 30 days: (1) 23% of students were physically
  harmed and 34% verbally harmed on the bus; (2) 54% verbally
  and 40% physically harmed while at school, and (3) 20%
  physically and 28% verbally harmed at an extra-curricular
  activity. Reported rates were higher at elementary schools.
                              Student Survey: Q5g.

                              Teacher Survey: Q3b.

                               Parent Survey: Q7c.



                                                                  88% 87% 91%




         Belief in Student
                             Student Survey: Q7a.

                              Teacher Survey: Q6a.     72%

                               Parent Survey: Q3e.




    Relations
                                                             84% 83%
                                                                                Respondent Groups.




   Home-School
                              Student Survey: Q9a.
                                                       71%




                             Teacher Survey: Q14a.
                                                                   88%
                                                                                                                                         Cross Perspectives




                              Parent Survey: Q11a.
                                                                 84%




         Overall Safety
                              Student Survey: Q7d.
                                                                 84%




                              Teacher Survey: Q6b.

                               Parent Survey: Q3a.
                                                                   89% 89%




    Welcoming
   Environment
                              Student Survey: Q5a.
                                                           76%




                              Teacher Survey: Q3c.
                                                                 85%




   Care for
   Students
                                                                                Percent in Agreement with Selected Survey Items Across




                              Student Survey: Q5b.
                                                     66%




                              Teacher Survey: Q3a.
                                                                 84%




    Family
  Student &




                               Parent Survey: Q4f.
Empowerment
                                                     67%
What’s Next
 1. Data will be used in setting foundational
    Pathway Targets
 2. Detailed school reports will be sent to
    schools with district comparisons
 3. A comprehensive district report will be
    produced and posted on the district website
 4. Internal research on the Climate 
    Academic link in our schools and on the
    Pathway
Questions?
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Agenda Item Details
Meeting       Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category      8. Public Comment

Subject       8.01 Public Comment - Comments from the public are invited at this time on topics not
              specifically addressed elsewhere in the agenda. A yellow “Citizen’s Request to Speak”
              card should be filled out and submitted to the Board President before speaking during
              the Public Comment section. The Board is precluded from discussing or acting on items
              raised by Public Comment, which are not already on the agenda. The Board of Trustees
              may impose reasonable restrictions on public comment. Pursuant to NRS 241.035,
              correspondence submitted by the general public shall be attached to the minutes of the
              meeting.

Type          Procedural


Comments from the public are invited at this time on topics not specifically addressed
elsewhere in the agenda. A yellow “Citizen’s Request to Speak” card should be filled out
and submitted to the Board President before speaking during the Public Comment section.
The Board is precluded from discussing or acting on items raised by Public Comment,
which are not already on the agenda. The Board of Trustees may impose reasonable
restrictions on public comment. Pursuant to NRS 241.035, correspondence submitted by
the general public shall be attached to the minutes of the meeting.




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Agenda Item Details
Meeting         Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category        9. Meeting Announcement

Subject         9.01 Meeting Announcement - July 26, 2011

Type


The next regular meeting of the Board of Trustees will be held on Tuesday, July 26, 2011.




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Agenda Item Details
Meeting           Jun 28, 2011 - Regular Meeting of the Board of Trustees

Category          10. Adjourn Meeting

Subject           10.01 Adjourn Meeting - Members of the public who are disabled and require special
                  accommodations at the meeting are requested to notify Ali Tognoni, Board Executive
                  Assistant, in writing at 425 East 9th Street, Reno, Nevada, 89512 or by calling (775)
                  348-0399 prior to the meeting date. This agenda has been posted at the following
                  locations: Washoe County School District Central Administration Building Washoe
                  County Administration Building Washoe County Courthouse Reno City Hall Sparks City
                  Hall Sparks Library Incline Village Library www.boarddocs.com/nv/washoe/board.nsf

Type              Procedural


Members of the public who are disabled and require special accommodations at the meeting are requested to
notify Ali Tognoni, Board Executive Assistant, in writing at 425 East 9th Street, Reno, Nevada, 89512 or by
calling (775) 348-0399 prior to the meeting date.

This agenda has been posted at the following locations:

    •   Washoe County School District Central Administration Building
    •   Washoe County Administration Building
    •   Washoe County Courthouse
    •   Reno City Hall
    •   Sparks City Hall
    •   Sparks Library
    •   Incline Village Library
    •   www.boarddocs.com/nv/washoe/board.nsf




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