strategic imperative(s): clarity and focus (s1-4) focus area ......2019/05/16 · ccsd web site....

Strategic Imperative(s): Clarity and Focus (S1-4) Focus Area(s): Value/Return on Investment (FA-5) Funds are available for the Impact Aid Section 7003 through the United States Department of Education to support districts that educate federally-connected children. These may be children of members of the uniformed services, children who reside on Indian lands, children who reside on federal property or federally subsidized low-rent housing, and children whose parents work on federal property. Section 7003 grants include additional payments for children with disabilities for federally-connected children who are eligible under the Individuals with Disabilities Education Act (IDEA). The anticipated project period is October 1, 2019, through September 30, 2020. Impact Aid supports districts where the ability to generate property tax revenue has been impacted by the presence of federally-connected children residing on, or whose parents are employed on, non-taxable federal property. Since real estate taxes are a main revenue source for public school districts, the obligation to educate federally-connected children coupled with the inability to tax federally-owned property imposes a financial burden. The amount of funding received from Impact Aid Section 7003 is based entirely upon the average daily attendance (ADA) of eligible students. Impact Aid Section 7003 revenue is intended to provide basic operation and maintenance funds needed to educate and transport federally connected school children. As such, it is a budgeted revenue stream that flows into the general fund, with no cost to the general fund. If not approved, Clark County School District will not file an application for Impact Aid Section 7003 and will not be eligible for revenue provided by this program. Discussion and possible action on authorization to file the application for Impact Aid Section 7003 through the United States Department of Education to help educate federally-connected children for FY20, with an anticipated project period of October 1, 2019, through September 30, 2020, with no impact to the general fund, is recommended.

IMPACT AID SECTION 7003

Kirsten Searer May 16, 2019

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Reference 5.03

Background Information Impact Aid Section 7003

• Impact Aid governed through Section 7003 authorizes the United States Department of Education to reimburse school districts for educating federally-connected children. The law makes payments to districts where the ability to generate property tax revenue has been impacted by the presence of federally-connected children residing on non-taxable federal property. Since real estate taxes are a main revenue source for public school districts, the obligation to educate federally connected children coupled with the inability to tax federally owned property imposes a financial burden. The amount received is based entirely upon the average daily attendance (ADA) of eligible students.

• Funding pays districts for students living on Indian lands, children who live on federal property or federally subsidized low-rent housing, and children whose parents work on federal property —numbers are verified by tribal officials and military families.

• The collection of the student data is coordinated through Clark County School District (CCSD) Student Data Services Department.

• Impact Aid funding goes directly into General Fund as an automatic reimbursement. • There are no specific academic requirements for receiving this funding; however, the District must

provide education services to American Indian/Alaska Native children living on tribal lands as described in CCSD’s Policy 1311 and CCSD’s American Indian/Alaska Native Procedures document, which was revised on April 11, 2019.


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AMERICAN INDIAN/ALASKA NATIVE PROCEDURES

CLARK COUNTY SCHOOL DISTRICT

(Revised April 11, 2019)

It is the intent of the Clark County School District (CCSD) that all Indian children of school age have equal access to all programs, services and activities offered within the school district. To this end, CCSD will consult with local tribal officials and parents/guardians of Indian children in the planning and development of Indian Policies and Procedures (IPPs), general education programs, and activities. These policies and procedures will be reviewed annually and revisions will be made within 90 days of the determination that requirements are not being adequately met. ATTESTATIONS CCSD attests that it has established IPPs as required in section 7004 of the Impact Aid law for any children claimed who reside on eligible Indian lands. The IPPs have been adequately disseminated to the tribes and parents of children residing on eligible Indian lands. A copy of the current policies and procedures was attached to the Impact Aid application. CCSD attests that it has provided a copy of written responses to comments, concerns and recommendations received from tribal leaders and parents/guardians of Indian children through the Indian Policies and Procedures consultation process and disseminated these responses to tribal leaders and parents/guardians of Indian children prior to the submission of their Impact Aid application. Indian Procedures The following Indian Policies and Procedures become effective upon school board approval. Procedure 1: The Community Engagement Unit (CEU) will disseminate relevant applications, evaluations, program plans, and information related to CCSD’s education program and activities with sufficient advance notice to allow tribes and parents/guardians of Indian children the opportunity to review and make recommendations. Action 1: Indian Education Opportunities Program (IEOP) staff will develop and maintain a calendar of grant due dates for relevant applications and evaluations, program plans, and information related to CCSD’s education program and activities. The calendar will be posted on the IEOP Web site in September each year, and a notification will be sent to parents/guardians of all students self-identified as Indian, inclusive of those students who are reported as multi-racial or Hispanic.


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The calendar will be e-mailed to Tribal officials by IEOP staff. The dedicated IEOP Web site will be managed and updated by IEOP staff and will remain linked to the CCSD Web site. CEU staff will create, implement, and manage an action plan to determine whether or not the federally designated ethnicity students are incorrectly coded and get them corrected. The plan will include an audit of students who are federally designated as Hispanic/Latino but also report American Indian/Alaska Native and parent/guardian correspondence providing additional information regarding a remedy if the information is incorrect. The plan will include a personal telephone call to the parent/guardian of those students identified above who also respond in the affirmative regarding tribal affiliation. IEOP staff will ensure that the IEOP brochure is updated and current each year and deliver those updated brochures to all schools and district offices as well as post it on the IEOP Web site. Action 2: CEU will, as soon as reasonably possible after such information becomes available, but not later than two weeks in advance of finalization of plans, applications, or evaluations, electronically provide Indian parents and Tribal officials a copy of the plans, applications, or evaluations for educational programs including, but not limited to:

• Title I, Part A; Title I, Part C; Title I, Part D; Title II, Part A; Title III, Part A; Title IV, Part A; Title IV, Part B; Title V, Part B subpart 2; Title VI, Part A, subpart 1;Title VII-Impact Aid programs; Johnson-O'Malley programming.

CEU will send a quarterly, electronic IEOP newsletter, which includes new or changed programs and items of interest, specifically to Indian families, both tribal and urban families of students enrolled in the District. The newsletter will also be posted on the IEOP Web site. CEU staff will continue to explore options to provide remote access to meetings, especially to accommodate rural and tribal families. Action 3: The District disseminates pertinent information at the CCSD Board of Trustee meetings. At these meetings, time is allotted for public comment on grant applications, evaluation of grant programs, and program plans. In addition, agendas for these meetings are posted at relevant tribal and community locations, and available to tribal council members and tribal education committees. Parents of Indian children are actively involved in the grant application process through the Clark County Indian Education Committee (CCIEC) and the Johnson-O’Malley Indian Education Committee (JOMIEC). The District publishes an annual newsletter, The Back to School Reporter, on District activities and programs, which is disseminated to all parents in August of each year. CEU staff will request that IEOP information be included in that annual newsletter.


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Each school publishes a newsletter and maintains a Web site which includes school activities and programs, which is made available to all parents.

Open house programs and special parent teacher conferences are scheduled throughout the year by all schools, which provide opportunities for parents to discuss matters related to their child’s education. CEU and IEOP staff will provide an introductory letter to all schools with an attached list of students eligible for Title VI/Johnson O’Malley (JOM) grant services. CEU staff will work with schools and central office to work towards getting an IEOP liaison at each school. CEU staff will work to finish furnishing the dedicated IEOP office where IEOP staff is assigned, CCIEC meetings and events will be held, Indian students can access computers, parents/guardians of Indian students can get information, volunteers can get experience with the IEOP, and CCSD to increase eligible job applicants that meet the Indian preference eligibility. Once the dedicated portable is furnished, CEU staff will work with the CCIEC and local tribes to dedicate the space and conduct ceremonial cultural rituals. Procedure 2: CCSD will provide an opportunity for the tribes and parents/guardians of Indian children to provide their views on the District's educational programs and activities, including recommendations on the needs of their children and on how the District may help those children realize the benefits of the educational programs and activities.

Action 1: Board of School Trustees Meetings

• All meetings of the Board of School Trustees are open to the public where all parents, concerned citizens, or community members have a right to attend and speak on any issue. Regular meetings are held on the second and fourth Thursday of each month. Copies of the agenda for each meeting are posted throughout the community at least five days in advance. The office of the Board of School Trustees maintains information regarding agenda items for public review.

• Each Trustee hosts parent advisory committee meetings to promote communication with parents and community members and to provide information about important issues related to educational programs. Reminders of those meetings are sent to each parent/guardian of children attending district schools within each respective Trustee’s district.

• At least annually a Community Linkage meeting is held specifically for tribes and parents/guardians of Indian children to provide important information about the District’s educational programs and activities as well as to allow input and public comment to be provided directly to the Board of School Trustees.

• Agendas and minutes are posted on the Clark County School District (CCSD) Board of Trustees

Web site at http://www.ccsd.net/trustees. Hard copies of the minutes are available for review in the Office of the Board of School Trustees within 30 days.


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http://www.ccsd.net/trustees

Public Hearings: The Board of School Trustees schedules public hearings on any changes in regulations and policy, on the preparation of any proposals for supplemental funds, and on other matters generally affecting the programs of CCSD. The results and minutes of such public hearings can be found on the CCSD Board of Trustees Web site at http://www.ccsd.net/trustees. Action 2: School Organizational Teams: Each school in the District has a School Organizational Team which meets on a regular basis and provides parents/guardians an avenue for input into the operation and programs of the individual school and access to the school administration. Action 3: Tribes and parents/guardians may present their views on applications, on the educational program and its operation, and on the degree of parental involvement through the regularly scheduled Indian Education Committee meetings open to all family members of CCSD Indian students. Notification of meetings will be provided by, but not limited to, the following methods: newsletters, notices, e-mails, telephone calls, and parent informational meetings. CEU administrator shall designate staff to attend the meetings who will then forward any concerns to the IEOP staff. In addition to scheduled meetings, parents and Tribal officials have the opportunity to meet with a CEU administrator as needed. Action 4: In order to allow Indian parents/family members and tribal officials to make commentary concerning (1) the needs of their children and the ways in which they can assist them in realizing the benefits of the education programs; (2) the overall operation of the District's education program; and (3) the degree of parental participation allowed in the same, the Grants Development and Administration Department (GDA) will distribute electronically and will mail parents/guardians of Indian children and Tribal officials a survey requesting their input and recommendations in the fall. Due to the low response rate from parents/guardians of Indian children and Tribal officials, GDA and the CEU will continue to re-evaluate the plan, make modifications, and consult with parents/guardians of Indian children and Tribal officials on ways to improve and enhance participation in the consultation process. CEU may re-locate District meetings or times to encourage participation.


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http://www.ccsd.net/trustees

Action 5: CEU will schedule meetings, at least annually, with the Las Vegas Tribe of Paiute Indians of the Las Vegas Indian Colony and the Moapa Band of Paiute Indians of the Moapa River Indian Reservation Tribe at their preferred location, date, and time to discuss ongoing programing goals. Action 6: CEU administration and IEOP staff will meet quarterly to review the efforts of the District, inclusive of the CEU and IEOP staff, towards the implementation of actions outlined within the IPPs, review recommendations and input provided through parent surveys, review input and feedback provided through tribal consultations, and review input and feedback provided from parent committees to ensure that adequate action is taken to fulfill the intent of the IPPs and allow for concerns to be resolved. Action 7: CEU administration and IEOP staff will provide the Trustees and District leadership with quarterly updates on actions taken to implement the IPPs. Procedure 3: CCSD will annually assess the extent to which Indian children participate on an equal basis with non-Indian children in the District's education programs and activities. Action 1: CCSD will take the following measures to annually assess the extent to which Indian children participate on an equal basis with non-Indian children in the District's education programs and activities. In October of each year, the CEU will monitor Indian student participation in the following academic activities by calculating from its records the ratio of Indian children compared to other children:

• Honors and Advanced Placement course enrollment • Career and Technical Academy (CTA) and Magnet school enrollment • College preparation • Computer Coding programs • Gifted and Talented Education programs • Elementary and Secondary Education Act programs (Title I, Title III, Title VI)

CEU will annually monitor Indian student participation in the following co-curricular activities by randomly selecting multiple schools and requesting student participation rosters:

• Clubs • Sports • Student Government


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IEOP staff will create an informational list of Native Student Organizations and share with other secondary schools. The Native Student Organizations will also be reported on the IEOP Web site. Action 2: GDA distributes a survey in the fall to parents/guardians of Indian children to provide the opportunity and time to review and comment on whether Indian children participate on an equal basis with non-Indian children. The results of the survey conducted by the GDA Department shall be forwarded to the CEU administrator. Action 3: CCSD will share its assessment of Indian student participation, academic proficiency, attendance, and graduation rates with the parents/guardians of Indian children through the IEOP Web site and by e-mail and with Tribal officials by e-mail, annually, and will include the information during the consultation processes. Action 4: CEU will include informational content during Indian events to encourage participation in CCSD programs such as Magnet and CTA enrollment, and College and Career academic programs. If it is determined that there are gaps in Indian participation in the educational program or activities, CEU will work with parents/guardians, community members, schools, and departments within the Curriculum and Professional Development Division to adjust educational programs or activities in such a way as to improve Indian participation. Procedure 4: CCSD will modify the IPPs if necessary, through the same consultation and feedback process utilized to create the IPPs, based upon the results of any assessment or input described in this document. Action 1: CCSD will review, on an annual basis, the IPPs in consultation with tribal officials and parents/guardians of Indian children residing on Indian lands. A public meeting will be held in November to elicit modification recommendations in preparation for the Impact Aid application. Additionally, the affected tribes, the CCIEC, the JOMIEC, or the parents/guardians of Indian children may suggest revisions at other times of the year as appropriate. Action 2: CEU administrator will review recommendations and input from stakeholders to ensure that adequate actions are taken to fulfill the intent of the policy and procedures.


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Action 3: Any modifications to the IPPs documents will be submitted to the School Board for approval during a regular meeting within 90 days of the public IPP meeting. Procedure 5: CCSD will respond, at least annually, in writing to comments and recommendations made by tribes or parents/guardians of Indian children, and disseminate the responses to the tribe and parents/guardians of Indian children prior to the submission of the IPPs by the District. Action 1: CCSD will respond in writing to input obtained from parents of Indian children and tribal officials during the consultation process and will disseminate the written response to the parents of Indian children and to Tribal officials by e-mail prior to submission of the IPPs with the Impact Aid application. CCSD will respond, in writing, to comments and recommendations made during the ESEA, Section 8538 consultation process by the CCIEC, the JOMIEC, tribal officials, or parents/guardians of Indian children, and disseminate the responses to all parties by e-mail prior to June 30th each year. Procedure 6: CEU will provide a copy of the IPPs annually to the affected tribe or tribes. Action 1: CEU will annually provide a copy of the current IPPs to the chairperson of the Las Vegas Tribe of Paiute Indians of the Las Vegas Indian Colony and the Moapa Band of Paiute Indians of the Moapa River Indian Reservation by e-mail within 30 days of approval by the School Board. CEU will annually provide access to a copy of the current IPPs to parents/guardians of Indian children by posting them on the IEOP Web site and sending notification to parents by telephone and e-mail, within 30 days of approval by the School Board. CCSD Indian Policies are publicly available at http://www.ccsd.net/district/policies-regulations/pdf/1311_P.pdf. These procedures are in accordance with Impact Aid Program regulation 222.94, under section 7003 of Title 34 of the Code of Federal Regulations (CFR), issued under Title VII of the Elementary and Secondary Education Act of 1965, and as amended by the Every Student Succeeds Act (ESSA).


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http://www.ccsd.net/district/policies-regulations/pdf/1311_P.pdf

http://www.ccsd.net/district/policies-regulations/pdf/1311_P.pdf

Annual Parent Survey Program Participation of American Indian/ Alaska Native Students

Prepared by the Grants Development and Administration Department

Winter 2018-19

The Clark County School District (CCSD) ensures the participation of Indian parents and tribes in the education process of children living on Indian lands, as stipulated in the District Policy 1311, Assurance of Tribal and Parental Involvement in the Education of Children Residing on Indian Lands. Additionally, the District involves all Indian parents regardless of whether they live on Indian lands or not through an annual survey distributed to parents. The survey solicits comments on their child’s participation in the educational process (including special programs), their evaluation of the educational process as it affects their child, and any suggestions on how the District might respond to their child’s special needs. In accordance with the above-mentioned CCSD policy extended to include all American Indian/Alaska Native parents, the Grants Development and Administration Department mailed a locally-developed survey as well as provided a link to an online survey to the parents of 1,257 children in the District who are coded as American Indian/Alaska Native ethnic group or who have responded to the enrollment question about whether they are one-fourth American Indian/Alaska Native. Results

Table 1. Are you aware that the CCSD Indian Education Opportunities Program provides services for eligible American Indian/Alaska Native students?

Frequency Percent

No 33 34.4

Yes 63 65.6

Total 96 100.0


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Table 2. Are you aware that extended academic instruction services (tutoring) are available through the CCSD Indian Education Opportunities Program?

Frequency Percent

No 41 42.7

Yes 55 57.3

Total 96 100.0

Table 3. Are you aware that education-related cultural events and activities for students are offered by the CCSD Indian Education Opportunities Program?

Frequency Percent

No 34 35.4

Yes 62 64.6

Total 96 100.0


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Table 4. Are you aware that the Clark County Indian Education Parent Committee advises the CCSD on the services provided for American Indian/Alaska Native students?

Frequency Percent

No 52 54.2

Yes 44 45.8

Total 96 100.0

Most of the respondents indicated their children were involved in programs other than Indian Education Programs. The most prominent programs were sports, class activities, clubs, and “others” which covered a variety of different programs such as motocross, sign language, ROTC, and band.

Table 5. Indicated Participation in Extra Programs

Program Survey Total (%)

Sports 27%

Cheerleading 2%

Clubs 29%

Student Council 9%

Drill Team 2%

Class Activities 35%

Homework Club 12%

Others 8%


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The next survey question asked parents about needs their child had that were not being met by the school. The primary unmet needs were “Mathematics/Science Improvement”, “Reading/Writing Improvement”, “Indigenous Language Classes”, and “Study Skills Improvement”. The needs for all students represented by the survey are presented in Table 6. Table 6: Indicated Needs Not Being Met by Schools Winter

2018-19

n=96

Advanced classes 8%

Special interest schooling 15%

Reading/writing improvement 23%

Mathematics/science improvement 33%

Other subject improvement 13%

Study skills improvement 21%

Academic counseling 11%

Job-related courses 11%

Information about post-secondary educational opportunities 11%

SAT/ACT preparation 11%

Credit retrieval 10%

Indigenous-language classes 44%

College application preparation 9%

Others 1%

The “Others” category consisted primarily of requests for tutoring and support for activities such as summer programs and American Indian/Alaska Native activities.

Parent Comments In the final section of the survey, parents were asked to comment about their child’s educational program. Approximately 65 percent of the survey respondents made comments. These comments fell into five general categories: (1) comments of appreciation, (2) academic support and tutoring, (3) requests for information, (4) student interest, and (5) school support.


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Comment of appreciation: Parents were grateful for the services provided by the IEOP and the support for students.

Academic support and tutoring: Comments regarding tutoring services were mixed. Parents whose students received services valued the program. However, other parents expressed concerns regarding the lack of access to tutoring or information regarding tutoring being available at their schools. Some parents felt that services were not equitably available to all students (high achieving students need support).

Requests for information: Parents requested additional information regarding Native American cultural programs, experiences, activities, how to access information on the college application process for Indians, and how to access information on grants/scholarships.

Student interest: Suggestions included increased cultural class opportunities as well as a focus on all academic areas in general.

School support: Parent’s expressed a continued need for acknowledgement of students by the school and support for academically-struggling students as well as high-achieving students. The full survey results and comments were forwarded to the CEU. Summary The survey was sent through the mail and electronically to all American Indian/Alaska Native parents. Awareness of services and cultural events as well as the types of services seemed to be an issue for the parents. Core subject area academic support for low-and high-achieving students is a concern for the families. Responding to the academic needs of students should remain a priority for the IEOP. A growing area of interest is for changing the activities and more activities related to indigenous language or Native American culture.


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Comparative Student Achievement/Assessment Data

Legend: ED - Emergent/Developing; AS - Approaches Standard; MS - Meets Standard; ES - Exceeds Standard

Group Year Grade Mathematics Reading

% Proficient

% in Each Performance Level % Proficient

% in Each Performance Level

ED AS MS ES ED AS MS ES

Clark 2016-2017

3 47.8 26.9 25.4 29.7 18 45.8 27.9 26.3 23.4 22.3

Am In/AK Native

2016-2017

3 39.7 34.6 25.6 25.6 14.1 33.3 34.6 32.1 15.4 17.9

Clark 2017-2018

3 48.6 26 25.4 29.8 18.8 46.6 26.7 26.7 24.3 22.3

Am In/AK Native

2017-2018

3 41.1 23.3 35.6 28.8 12.3 42.5 28.8 28.8 26 16.4

Clark 2016-2017

4 39.7 27.4 32.9 25 14.6 46.7 31.7 21.7 23.8 22.8

Am In/AK Native

2016-2017

4 43.8 28.1 28.1 25 18.8 54.7 31.3 14.1 26.6 28.1

Clark 2017-2018

4 41.3 25.6 33.1 25.7 15.6 49.1 28 22.9 25 24.1

Am In/AK Native

2017-2018

4 38 30.4 31.6 26.6 11.4 36.3 40 23.8 16.3 20

Clark 2016-2017

5 33.1 37.2 29.7 17.6 15.5 51 27.2 21.7 30.9 20.2

Am In/AK Native

2016-2017

5 26.6 42.6 30.9 18.1 8.5 45.7 33 21.3 34 11.7

Clark 2017-2018

5 35.4 37 27.6 18 17.4 51.3 27.6 21.2 31.6 19.6


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Mathematics Reading

% Proficient

% in Each Performance Level % Proficient

% in Each Performance Level

Group Year Grade ED AS MS ES ED AS MS ES

Am In/AK Native

2017-2018

5 29.9 37.3 32.8 16.4 13.4 50 35.3 14.7 30.9 19.1

Clark 2016-2017

6 29 39.6 31.4 17 12 42.1 30.1 27.9 29.1 12.9

Am In/AK Native

2016-2017

6 22.6 40.5 36.9 13.1 9.5 38.1 35.7 26.2 26.2 11.9

Clark 2017-2018

6 30.3 38.5 31.2 17.7 12.6 43.3 30.4 26.3 30.7 12.7

Am In/AK Native

2017-2018

6 26.9 35.9 37.2 20.5 6.4 40.5 29.1 30.4 27.8 12.7

Clark 2016-2017

7 27.7 43.7 28.7 17.8 9.9 47.6 27.4 25 34 13.7

Am In/AK Native

2016-2017

7 25.9 44.4 29.6 21 4.9 48.8 32.1 19 36.9 11.9

Clark 2017-2018

7 30.6 41.4 28 18.4 12.2 46.8 28.1 25.2 33 13.8

Am In/AK Native

2017-2018

7 32.1 38.5 29.5 21.8 10.3 44.9 25.6 29.5 28.2 16.7

Clark 2016-2017

8 14.4 57.6 28 11 3.3 45.6 29 25.4 33.2 12.4

Am In/AK Native

2016-2017

8 14.9 40.3 44.8 10.4 4.5 44.6 26.5 28.9 34.9 9.6

Clark 2017-2018

8 30.1 44.7 25.2 15.8 14.2 47.3 27.4 25.3 33.7 13.6

Am In/AK Native

2017-2018

8 20.8 48.1 31.2 18.2 2.6 46.8 27.3 26 39 7.8


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Cohort Graduation Rates (Reported for Prior School Year)*

Group Accountability Year Graduating Class of Graduation Rate

Clark 2016-2017 2015-2016 74.9

Am In/AK Native 2016-2017 2015-2016 71.5

Clark 2017-2018 2016-2017 83.2

Am In/AK Native 2017-2018 2016-2017 83.8

Clark 2018-2019 2017-2018 85.2

Am In/AK Native 2018-2019 2017-2018 76.9

Attendance Rates*

2016 2017 2018

CCSD – All 94.7% 94.8% 95.1%

American Indian/Alaska Native 93.0% 93.5% 94.0%

*http://nevadareportcard.com.


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strategic imperative(s): clarity and focus (s1-4) focus area ......2019/05/16 · ccsd web site....

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