Nevada Department of Education ESSA Plan Update ESSA Advisory Group Meeting - PowerPoint Presentation

Nevada Department of Education ESSA Plan Update ESSA Advisory Group Meeting February 26, 2019

Objective for Today’s ESSA Advisory Group Meeting To engage the ESSA Advisory Group in technical updates to the ESSA Plan. To share progress toward achievement indicators and other goals included in the ESSA Plan. To share the various programmatic supports that are available to School Districts and Schools.

Vision & MissionVision “All Nevadans ready for success in the 21st Century .” MissionOur mission is to improve student achievement and educator effectiveness by ensuring opportunities, facilitating learning, and promoting excellence. 3

State Board & Department Goal 4 Become the Fastest Improving State in the Nation (FISN) by 2020.

5 Graduation Rate ACT Composite Score CwD in Inclusion Early Childhood Education NAEP English Language Proficiency Smarter Balanced Quality Rated Early Childhood Programs CTE Completers Fastest Improving Goals & Progress

6 State Board of Education & Department Goals

7 State Improvement Plan (STIP) Alignment to ESSA

Long Term GoalsMeasure of Interim ProgressLong-term goals coincide with the goal of becoming the fastest improving state in the nation Goal established by subgroup such that lower performing subgroups require greater year to year gains Graduation goals based on 2022 all students goal of 89.4% This associated improvement trend was applied to all subgroups Academic achievement goals set a 5% reduction in non-proficiency from 2016 to 2022 Common goals for all subgroups to be established in 2022 for 2030 Additional historic trend data follows

Nevada Goals Compared to Other States - ELA   Nevada 2016 Baseline Deleware 2016 Baseline Nevada 2017 Goals Connecticut 2017 Goals South Dakota 2017 Baseline Utah 2017 Goals Montana 2017 Baseline All 49.90% 52.09% 52.40% 63.80% 52.70% 48.70% 50.30% Hispanic 39.60% 40.69% 42.60% 58.80% 37.69% 28.90% NA Asian 71.40% 76.92% 72.80% 73.50% 49.44% 55.50% NA African-American 33.00% 36.19% 36.40% 56.60% 32.15% 27.90% NA Native American 32.90% 56.90% 36.30% 63.90% 21.91% 24.20% 21.40% Pacific Islander 50.90% 50.00% 53.30% 68.10% 56.06% 31.30% NA Caucasian 62.00% 64.43% 63.90% 66.40% 59.32% 53.80% 55.30% Multi-race 58.50% 55.34% 60.60% 64.20% 46.50% 51.10% NA Children with Disabilities 18.30% 13.48% 22.40% 54.90% 18.82% 17.20% 18.30% Economically Disadvantaged 37.90% 35.60% 41.00% 58.20% 35.68% 34.00% 37.70% EL (Current + Former) 31.70% 15.14% 35.10% 58.60% 16.55% 16.40% 6.50% Target Grades Elementary 3rd - 8th Elementary 3rd - 8th 3rd - 8th & 11th 3rd - 10th 3rd - 8th

Nevada Goals Compared to Other States - Math   Nevada 2016 Baseline Deleware 2016 Baseline Nevada 2017 Goals Connecticut 2017 Goals South Dakota 2017 Baseline Utah 2017 Goals Montana 2017 Baseline All 39.90% 40.49% 42.20% 65.00% 46.34% 51.10% 41.30% Hispanic 29.60% 29.73% 32.60% 58.20% 29.60% 28.90% NA Asian 63.60% 73.40% 66.20% 79.40% 45.19% 59.10% NA African-American 21.10% 23.39% 23.90% 55.30% 24.13% 26.90% NA Native American 23.40% 40.74% 21.60% 63.60% 15.61% 24.50% 15.30% Pacific Islander 39.70% 42.86% 43.90% 72.20% 42.42% 31.90% NA Caucasian 52.50% 52.87% 55.10% 68.40% 53.12% 56.80% 46.00% Multi-race 47.80% 42.55% 49.40% 65.30% 39.63% 51.30% NA Children with Disabilities 16.70% 10.36% 15.90% 54.40% 18.47% 21.50% 14.70% Economically Disadvantaged 28.80% 25.42% 32.30% 57.20% 29.88% 36.10% 29.30% EL (Current + Former) 25.10% 18.10% 18.40% 59.50% 16.93% 19.80% 6.90% Target Grades Elementary 3rd - 8th Elementary 3rd - 8th 3rd - 8th & 11th 3rd - 10th 3rd - 8th

Elementary School - ELA   2016 Baseline 2017 Goals 2017 Rates 2018 Goals 2018 Rates …2022 All 49.9% 52.4% 48.7% 54.7% 50.1% 63.1% Hispanic 39.6% 42.6% 39.1% 45.5% 41.2% 55.6% Asian 71.4% 72.8% 70.2% 74.1% 71.7% 78.9% African-American 33.0% 36.4% 32.2% 39.6% 33.2% 50.8% Native American 32.9% 36.3% 27.3% 39.5% 31.0% 50.7% Pacific Islander 50.9% 53.3% 50.7% 55.7% 51.7% 63.9% Caucasian 62.0% 63.9% 61.0% 65.7% 62.2% 72.1% Multi-race 58.5% 60.6% 58.1% 62.6% 58.4% 69.5% Children with Disabilities 18.3% 22.4% 16.2% 26.3% 16.9% 39.9% Economically Disadvantaged 37.9% 41.0% 38.7% 44.0% 40.9% 54.4% EL (Current + Former) 31.7% 35.1% 17.2% 38.4% 21.2% 49.8%

Elementary School – Math   2016 Baseline 2017 Goals 2017 Rates 2018 Goals 2018 Rates …2022 All 39.9% 42.9% 42.2% 45.8% 43.4% 55.8% Hispanic 29.6% 33.1% 32.6% 36.5% 34.1% 48.2% Asian 63.6% 65.4% 66.2% 67.2% 68.7% 73.3% African-American 21.1% 25.0% 23.9% 28.8% 24.8% 42.0% Native American 23.4% 27.2% 21.6% 30.9% 24.4% 43.7% Pacific Islander 39.7% 42.7% 43.9% 45.6% 44.5% 55.7% Caucasian 52.5% 54.9% 55.1% 57.2% 56.1% 65.1% Multi-race 47.8% 50.4% 49.4% 52.9% 50.1% 61.6% Children with Disabilities 16.7% 20.9% 15.9% 24.8% 16.2% 38.8% Economically Disadvantaged 28.8% 32.4% 32.3% 35.7% 34.0% 47.7% EL (Current + Former) 25.1% 28.8% 18.4% 32.4% 20.7% 44.9%

Middle School - ELA   2016 Baseline 2017 Goals 2017 Rates 2018 Goals 2018 Rates …2022 All 46.4% 49.1% 47.0% 51.7% 47.9% 60.6% Hispanic 36.0% 39.2% 37.2% 42.2% 37.9% 53.0% Asian 71.9% 73.3% 71.8% 74.6% 73.1% 79.3% African-American 27.5% 31.1% 28.8% 34.5% 30.5% 46.7% Native American 34.0% 37.3% 34.2% 40.5% 34.1% 51.5% Pacific Islander 45.4% 48.1% 45.5% 50.7% 48.8% 59.9% Caucasian 60.7% 62.7% 59.6% 64.6% 60.7% 71.1% Multi-race 54.8% 57.1% 55.3% 59.2% 56.7% 66.8% Children with Disabilities 9.0% 13.5% 8.0% 17.8% 9.0% 33.1% Economically Disadvantaged 35.1% 38.3% 35.6% 41.4% 36.3% 52.3% EL (Current + Former) 11.7% 16.1% 21.4% 20.3% 13.2% 35.1%

Middle School - Math   2016 Baseline 2017 Goals 2017 Rates 2018 Goals 2018 Rates …2022 All 26.0% 29.7% 26.9% 33.2% 32.4% 45.6% Hispanic 17.5% 21.6% 18.2% 25.5% 22.6% 39.4% Asian 51.7% 54.1% 52.4% 56.4% 59.9% 64.5% African-American 10.8% 15.2% 11.5% 19.5% 14.8% 34.4% Native American 16.4% 20.6% 17.5% 24.6% 19.8% 38.6% Pacific Islander 26.4% 30.1% 26.6% 33.6% 31.7% 45.9% Caucasian 38.3% 41.4% 38.8% 44.4% 45.2% 54.7% Multi-race 30.8% 34.2% 33.1% 37.5% 39.4% 49.1% Children with Disabilities 5.1% 9.8% 4.7% 14.3% 5.0% 30.2% Economically Disadvantaged 17.4% 21.5% 17.5% 25.5% 21.5% 39.3% EL (Current + Former) 6.9% 11.6% 4.4% 16.0% 4.5% 31.6%

High School - ELA 2017 Baseline 2018 Goal 2018 Rates 2019 Goal …2022 Goal Asian 61.34% 63.27% 67.2% 65.11% 70.08% African American 23.98% 27.78% 28.2% 31.39% 41.18% Caucasian 58.17% 60.26% 59.5% 62.25% 67.63% Hispanic 29.64% 33.15% 33.0% 36.50% 45.55% Native American 29.92% 33.43% 31.5% 36.76% 45.78% Multi-race 53.54% 55.86% 55.0% 58.07% 64.05% Pacific Islander 43.21% 46.05% 43.5% 48.75% 56.06% IEP 6.60% 11.27% 7.7% 15.71% 27.73% Current + Frm EL 8.61% 13.18% 29.6% 17.52% 29.28% FRL 30.92% 34.37% 33.2% 37.66% 46.55% All Students 42.98% 45.83% 45.6% 48.54% 55.88%

High School - Math 2017 Baseline 2018 Goal 2018 Rates 2019 Goal …2022 Goal Asian 44.90% 47.65% 48.4% 50.27% 57.36% African American 9.60% 14.12% 10.0% 18.42% 30.05% Caucasian 38.23% 41.31% 38.5% 44.25% 52.20% Hispanic 14.60% 18.87% 15.3% 22.93% 33.92% Native American 14.81% 19.07% 16.0% 23.12% 34.09% Multi-race 30.15% 33.64% 33.7% 36.96% 45.95% Pacific Islander 21.62% 25.54% 22.4% 29.26% 39.35% IEP 2.92% 7.77% 2.6% 12.38% 24.88% Current + Frm EL 5.29% 10.02% 14.7% 14.52% 26.71% FRL 15.79% 20.01% 16.3% 24.00% 34.84% All Students 25.57% 29.29% 26.4% 32.83% 42.41%

4-Year Graduation Rate Progress  4-year Class of 2017 Baseline Class of 2018 Goals Class of 2018 Rates Class of 2019 …Class of 2022 Asian 93.1 93.3 94.05 93.5 94.1 Caucasian 84.2 85.5 85.98 86.8 90.7 Pacific Islander 82.3 83.9 84.30 85.5 90.3 English Learners 81.7 83.4 76.04 85.1 90.2 Multi-race 81.3 83.0 83.21 84.7 89.8 All Students 80.9 82.6 83.17 84.3 89.4 Hispanic 79.7 81.5 82.29 83.3 88.7 Economic Disadvantage 76.8 78.7 80.49 80.6 86.3 Native American 73.9 75.9 79.80 77.9 83.9 Black 67.7 69.8 71.53 71.9 78.2 Students with Disabilities 64.7 66.9 65.96 69.1 75.7

Class of 2016 Rates Class of 2017 goal Class of 2017 Rates* Class of 2018 …Class of 2022 Asian 89.76 95.1 95.3 96.1 Caucasian 82.21 86.2 87.5 92.7 Pacific Islander 78.74 84.3 85.9 92.3 English Learners 71.74 83.7 85.4 92.2 Multi-race 79.16 83.3 85.0 91.8 All 76.93 82.9 84.6 91.4 Hispanic 74.00 81.7 83.5 90.7 Economic Disadvantage 70.93 78.8 80.7 88.3 Native American 70.21 75.9 77.9 85.9Black61.6569.771.880.2Students with Disabilities35.4166.768.977.7 *Note – Extended year graduation rates are determined two years after the original year of graduation.The validation for this rate is in process. 5-Year Graduation Rate Progress

Enrollment by Ethnicity

Special Population Enrollment Historical Trends in Special Population Membership in Nevada

2018 Smarter Consortium States’ Proficiency Rates ELA

2018 Smarter Balanced Consortium States’ Proficiency Rates Mathematics

NAEP Tables Historical Trends in National Assessment for Education Progress for Nevada

Statewide Cohort Graduation Rates by Ethnicity Historical Trends in Nevada 4-year Graduation Rates

OFFICE OF EARLY LEARNING AND DEVELOPMENT (OELD)Goal: All students proficient in reading by the end of 3 rd grade. Strategies: Improve the quality of all early childhood (birth-3 rd grade) programsIncrease access to high quality early childhood programsEstablish an aligned system of screening and assessment across early childhood programs Improve effective literacy instruction for both emergent skills and the domains of literacy Created by Executive Order in 2013 The focus of the OELD is to coordinate birth-3rd grade state level work in collaboration with the Nevada Early Childhood Advisory Council and to improve access and quality of early childhood programs across a variety of settings.  Administers multiple early childhood funding sources Child Care and Development Fund Quality Dollars Head Start State Collaboration State Pre-K Preschool Development Grant

OELD: Measuring SuccessBrigance Early Childhood Screen III administered in child care and pre-k programsBrigance Early Childhood Screen III scores administered at kindergarten entry Measures of Academic Progress (MAPS) reading assessment – kindergarten through 3 rd grade QRIS star ratings of child care and pre-k programs Pre-k inclusion rate

OELD: Building a B-3 System2019 Nevada received a one-year Federal Preschool Development Grant Birth through Five (PDG B-5) Planning grant only (no funding for seats) Needs Assessment Strategic Plan Maximizing Parental Choice and Knowledge Sharing Best Practices Improving Overall Quality

Nevada Ready! State Pre-KFirst funded during the 2001 Legislative sessionFlat-funded at $3.3 million Initially served 694 three and four-year-olds in a half-day program 2015 Nevada received a Federal Preschool Development Grant (PDG) Currently serving 3,023 four-year-olds whose families are under 200% FPL in a full-day program

Nevada Ready! State Pre-K 22019 Legislative Session – requesting $26 million per year to maintain the 3,023 high-quality seats Continue to follow the requirements of the PDG grant through a competitive grant process

Nevada Ready! State Pre-kQuality MattersComponents of Quality: Quality Rating and Improvement System (QRIS) T.E.A.C.H. Early Childhood Nevada Scholarships Professional Development Comprehensive Wraparound Services

Standards-Based Instruction for Every Student Every Day Nevada Academic Content Standards Slide 31

standards /stan·​dard  ˈ stan-dərd / concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education (The Glossary of Education Reform, 2018) Computer Science Fine Arts Science Social Studies World Languages English Language Arts Mathematics Health and Physical Education Slide 32

Nevada Academic Content Standards Create a seamless education system through intentional alignment of K-12 expectationsInfuses 21st century skills into rigorous content Prepare every student for meaningful postsecondary education, workforce, and civic opportunities Local school boards and charter schools are responsible for implementation

OSIS PrioritiesCore Standards Cycle of Continual Refinement Educational Technology – NR21 Distance Education STEM Initiatives and Support Summer Learning Instructional Materials Adoption Nevada Ready NetworkSmarter Balanced Digital LibraryCompetency-Based Learning Pilots

Regardless of the content, course, grade level, school, district, or charter, every Nevada student is afforded the opportunity to learn at high levels Slide 35

The Office of Special EducationThe Purpose of Special Education: “to ensure that all students with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living ” (Sec. 330.1a )

Fast Facts8,984 3-5 year old students with IEPs served in grades PK & KInclusion rates increased by almost 4% in 3 years Improved Early Childhood Outcomes *Based on Oct. 2017 Count Day Data Expanded Inclusive Opportunities Early Childhood Reverse Inclusion (ERIC) programs Braiding funds to blend programs Removal of barriers 4 - EC Inclusion Summits Inclusion Guidance Manual EC Outcomes Guidance Manual Cross-office collaborative meetings & trainings Technical Assistance & PD provided to all Districts APR Tools created and disseminated Early Childhood Special Education / 619 Supporting young students with disabilities and their families so all Early Childhood students have equitable access to high quality inclusive preschool education

Nevada’s Part B State-Identified Measurable Result (SIMR) as well as the State Personnel Development Grant (SPDG) focuses on improving the literacy achievement of third-grade students with disabilities . APT is a five-year joint effort between NDE and CCSD and is designed to build the school districts’ capacity to strengthen special education teachers’ skills in assessment, instruction. The APT Project targets 31 schools in Clark County School District (CCSD) and is guided by and APT leadership team comprised of state and district leaders. The APT model incorporates a structured, data-based consultation model and training on research-based, explicit, systematic instruction and lesson plan development . Assess – Plan – Teach (APT)

Postsecondary Transition Initiatives: Multi-Agency Collaboration Facilitated by the National Technical Assistance Center on Transition (NTACT) Participating agencies include: NTACT, NDE’s Office of Special Education, NDE’s Career and Technical Education (CTE) Office, VR, Aging and Disability Services, Clark County School District, and Lyon County School District Working to advance student participation in CTE courses and access to Pre-Employment Transition Services (Pre-ETS) Work and successes at the school district level is being scaled out across Nevada, including Pre-ETS documentation within IEP systems Graduation Year % of Graduating Students with Disabilities 2015-2016 29.3% 2016-2017 64.7% 2017-2018 66.0% Increasing Opportunity for Nevada’s Students with Disabilities

Alternative Diploma now available to Nevada’s students with significant cognitive disabilities Implementation technical assistance guidance issued to districts Credit and content standard technical assistance guidance issued to districts Collaboration with UNR and UNLV toward teacher and curriculum development Professional development planning in progress Newly formed Nevada Transition Leadership Teams Participants from NDE, Vocational Rehabilitation (VR), Aging and Disability Services, Rural and Urban School Districts, and Nevada PEP Working with Jonathan Martinis, Senior Director for Law and Policy, Burton Blatt Institute, Syracuse, NY Nevada Student Leadership Transition Summit (NSLTS) Development and planning for the 13 th annual NSLTS Focus on student led IEPs and school-wide leadership roles 28 teams from throughout Nevada attended the 12 th annual NSLTS e nvisionIT Curriculum Statewide Scale-Out NDE Collaboration with the Ohio State University to implement the e nvisionIT 21 st Century transition curriculum in Nevada high schools Slide 40

VISION All Nevadans ready for success in the 21 st Century. MISSION The Office of Career Readiness, Adult Learning and Education Options is dedicated to developing innovative educational opportunities for students to acquire skills for productive employment and lifelong learning. STATE EDUCATIONAL GOALS: 2020 Goal 3: All students graduate college and career ready Objective 6: College and career readiness STRATEGIC PRIORITIES Implement standards, programs, and assessments that prepare all students for college and careers. CTE

76 Programs of Study - NAC 389.803 97 public high schools - 16 school districts “By 2025, 60% of Nevadans aged 25-34 will have attained some form of postsecondary degree, certificate or credential.” Brian Sandoval, Governor CTE – The Career Pathway Foundation

SFY15-16 7/1/15-6/30/16 SFY16-17 7/1/16-6/30/17 SFY17-18 7/1/17-6/30/18 SFY18-19 7/1/18-6/30/19 State General Fund $10,443,822 (increased from $3,543,822 in SFY14-15) $12,543,822 $12,543,822 $12,543,822 PY15 7/1/15-9/30/16 PY16 7/1/16-9/30/17 PY17 7/1/17-9/30/18 PY18 7/1/18-9/30/19 Federal Carl D. Perkins CTE $9,741,942 $9,827,913 $9,848,585 $10,648,135 TOTALS $20,185,764 $22,371,735 $22,392,407 $23,191,957 SFY15-16 7/1/15-6/30/16 SFY16-17 7/1/16-6/30/17 SFY17-18 7/1/17-6/30/18 SFY18-19 7/1/18-6/30/19 Private NSFY/ LifeWorks n/a $100,000 $977,251 $650,000 NSFY Career Pathways Funding CTE Funding

44 CTE Outcomes

CTE Pathways Mapping CTE program enrollment and location data to workforce and economic data Aligned and non-aligned CTE programs and career pathways Identify CTE deserts; equity, access and opportunities Perkins V : high-skill, high-wage, in-demand occupations and industries Development, revision/improvement/enhancement, and phase-out CTE Equity Outcomes and Work

To increase the number of students completing relevant and effective career pathways in high-demand, high-skill areas. To establish durable policies, processes, and programs that align agencies, organizations, and actors across the state to achieve greater results for far more students. Employer engagement Quality and rigor in career pathways for ALL students Career-focused accountability system Scaled pathways that culminate in credentials of value Integrated funding streams and joint resource planning Cross-institutional alignment NEW SKILLS FOR YOUTH - LIFEWORKS

Advanced Manufacturing Health Care Education Technology METHODS OWINN, GOED, DETR, NDE, NSHE, labor market information, Nevada’s economic data GOAL CTE program alignment to high-skill, high-wage , in-demand career pathways. NEW NEVADA HIGH-PRIORITY CAREER PATHWAYS

COLLEGE AND CAREER READY HIGH SCHOOL DIPLOMA NEW A.B. 7 (2017); R076-17 Advanced Diploma + College-Ready Endorsement Career-Ready Endorsement STANDARD HIGH SCHOOL DIPLOMA REVISED A.B. 7 (2017); R120-17 Graduating class of 2022 Overall increase from 22 ½ to 23 units of credit 15 to 17 units of credit for required courses 7 ½ to 6 units of credit for elective courses Two required units of College and Career Ready Flex credits Fourth year of mathematics; or Third year of science; or Second year of CTE (concentrator); or Third year of CTE (completer); or Third year of social studies CTE SKILLS ATTAINMENT CERTIFICATE NAC 389.800 3.0 GPA CTE POS courses Passed the CTE Employability Skills Assessment Passed the CTE End-of-Program Assessment HIGH SCHOOL CREDENTIALS OF VALUE

Summary of Accountability Updates (1)Updated high school long-term goals and measures of interim progressReflects change from EOC to ACT Reset 4- and 5-year graduation rate baseline Updated information regarding 8 th grade mathematics assessment

Summary of Accountability Updates (2)Nevada School Performance Framework updatesRemove EOC from MSExchange EOC with ACT in HS Updated graduate rate indicator language per AB 64 Change 4-year and 5-year graduation rate weights From 20% to 25% and 10% to 5% respectively Update and change school quality indicators and weightsMostly high school due to change in assessmentRemove climate survey bonus pointsUpdate subgroup language

Summary of Accountability Updates (3)Clarifying language regarding year in school (YIS), aka – partial attendanceUpdate to school rating conditions Update to indicator weights table Update to star rating cut scores Included high school Update to TSI school designation language clean up and methodological change From AA or two indicators to AA and two indicators

Summary of Accountability Updates (4)Participation penalty language clean upClarify language regarding rating all schoolsATSI school designation methodology update, language clean up and methodological change ATSI as a subset of TSI linked to CSI schools Point attribution table updates

Aligned with the Nevada ESSA Plan and State Strategic Plan Fund what works Guide and provide support so districts and schools identify and select evidence-based interventions that meet local needs and match their context. Prioritize funding of evidence-based interventions for competitive federal and state grant programs to ensure effective usage of funding. Use data and research to drive decision-making. Lead for equity Ensure that all students have access to rigorous learning environments filled with evidence-based strategies, activities, and interventions. Provide academic and social emotional evidence-based supports. Strengthen the local evidence base Fund rigorous external and internal evaluations to determine whether local implementation of evidence-based interventions positively impact student outcomes. Build research practice partnerships to help Nevada find solutions for problems of practice in education. Strengthen local capacity and culture of innovation Validate and spread promising evidence-based practices across the state. Build capacity of local community based organizations that implement evidence-based interventions and/or partner with the educational system. Evidence-based Interventions for Continuous Improvement

Demonstration Level Levels of Evidence Evidence-based Citation An activity, strategy, or intervention that demonstrates a statistically significant effect on improving student outcomes or other relevant outcomes LEVEL 1: STRONG EVIDENCE Evidence cited is based on: at least 1 well-designed and well-implemented experimental study An activity, strategy, or intervention that demonstrates a statistically significant effect on improving student outcomes or other relevant outcomes LEVEL 2: MODERATE EVIDENCE Evidence cited is based on: at least 1 well-designed and well-implemented quasi-experimental study An activity, strategy, or intervention that demonstrates a statistically significant effect on improving student outcomes or other relevant outcomes LEVEL 3: PROMISING EVIDENCE Evidence cited is based on: at least 1 well-designed and well-implemented correlational study with statistical controls for selection bias An activity, strategy, or intervention that demonstrates a rationale that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes LEVEL 4: DEMONSTRATES A RATIONALE Evidence cited is based on: high-quality research findings or positive evaluation, and includes ongoing efforts to examine the effects of such activity, strategy, or intervention A requirement in ESSA sec. 8101 (21)(A) and Nevada Statute AB7 (2017 ) ESSA Levels of Evidence

Federal Program* Amount per year Supports Title I, Part A ~$119 million Schools with high percentages of children from low-income families Title I, 1003(a) School Improvement ~$8.5 million Lowest performing federally designated schools in the state: Comprehensive Support and Improvement (CSI) schools and Targeted Support and Improvement (TSI) schools Title II ~$12 million Recruiting, preparing, training, and developing teachers and school leadersTitle III ~$6.4 millionEnglish learner students to attain language proficiency Title IV A ~$9 million Students with a well-rounded education, safe and healthy schools, and effective use of technology Title IV B ~$9 million Establishment and expansion of before school, after school, and extended learning opportunities Gear Up** ~$6 million Low-income students to enter and succeed in higher education IDEA ~$79.5 million Students with disabilities *Please note that this is not a comprehensive list of funding sources. ** The state won this limited term grant and is in the process of reapplying for the grant. Nevada Federal Funding Sources

*Please note that this does not include DSA funds and is not a comprehensive list of funding sources. State Program* Amount per year Supports College and Career Readiness $3.6 million Competitive STEM programs, increased participation in AP courses, increased and expanded dual enrollment programs, and implementation of work-based learning programs Read by Grade 3 $22 million Students to read proficiently by the end of third grade SB 178 $36 millionStudent achievement of low-income students and English learners who score in the bottom quartile of performanceVictory $25 millionAcademic and social emotional services to underperforming schools in the highest poverty zip codesZoom $50 million Targeted services in the lowest performing elementary schools with the highest percentage of English learners Nevada State Funding Sources

Other Supports Provided to SchoolsTechnical assistance and trainingSupport with Federal and state program implementation Guidance documents Social emotional supports and services Early learning supports Tools for Schools (cross office collaborative within NDE focused on the lowest performing schools) School improvement tools and supportsRedesign of school performance plans, district performance plans, comprehensive needs assessments, and consolidated monitoring toolsA comprehensive and streamlined school improvement process that aligns data with strategic planning and budgeting , including the grants management systemFiscal alignment between schools, districts, and the state, specifically for Title I schools S upports for Comprehensive Support and Improvement (CSI) schools and Targeted Support and Improvement (TSI) schools Review of School Performance Plans for CSI schools Targeted training and professional development opportunities Evaluating CSI and TSI schools that make rapid and significant gains to determine effective strategies for school improvement Meetings and conferences Annual Directors Meeting for Title I, Title II, and Title III School Leadership Network NDE MEGA ConferenceEvidence, data, research, evaluation State pre-vetted evidence listNDE Data Road ShowNDE Evidence and Equity Convening focused on evidence-based interventionsResearch practice partnerships

Supporting Excellent Educators Amendments are made to provide clarification regarding legislative changes and updated alignment of activities. E mphasis on skills in the areas of Cultural Competency and Social, Emotional, and Academic Development impact teaching and learning by enriching the school climate. Changes in the review and approval system of Educator Preparation Programs are working to increase consistency and better alignment with licensure requirements, the Nevada Educator Performance Framework (NEPF), and Nevada Academic Content Standards (NVACS).

Support for Educators Nevada’s three levers: prioritization of funds to support school leadersthe transformation/turnaround of lowest performing schools and data-informed instructional decision making. Ongoing work to deepen educator understanding of the WIDA English Language Development Standards with content standards and instruction underscore educator best practices for English learners and other diverse student populations. Nevada is working to promote teacher leadership as a critical element in educator recruitment, retention, and development. The work of the Nevada Equitable Services Ombudsman is reflective of Nevada’s commitment to effective educators for all students, including non-profit Private schools.

Educator Equity The table in Appendix B is being prepared with the most current data available (2017-2018), including preliminary data for ‘experience’. This revision includes data that is more accurate and valid as compared to previous versions. Strategies have been revised to reflect legislative and/or regulatory updates. The Timeline and Interim Targets toward eliminating differences in rates describe current work to revise Nevada’s Equity Plan, specifically in establishing clear expectations for annual data reporting, and an increased focus on the consistency of metrics, data collection, data reporting, and monitoring. Nevada seeks to engage stakeholder’s in formalizing continuous improvement procedures by capitalizing on opportunities for input from existing groups.

Questions?