Humboldt County School
District Improvement Plan
2006-07
October 31, 2006
District Improvement Plan Acronyms
AYP – Adequate Yearly Progress
CRT – Criterion Reference Test
DIP – District Improvement Plan
ELA – English Language Arts
ESL – English as a Second Language
FTE – Full Time Equivalent
IEP – Individual Education Plan
ITBS – Iowa Test of Basic Skills
ITED – Iowa Test of Educational Diagnostics
LEP – Limited English Proficient
NCLB – No Child Left Behind
NNRPDP – Northeast Nevada Regional Professional Development Program
NREA – Nevada Reading Excellence Act
PLC – Professional Learning Communities
RIF – Reduction in Force
HCSD District Improvement Plan (Revision): 10/31/06
1
School District Improvement Plan (Revised): 2006-07
Name of School District: Humboldt County School District
Address: 310 East Fourth Street, Winnemucca, NV 89445
Phone: (775) 623-8100
Superintendent: Dr. Del Jarman
Board of Trustees: John Falen (President), Linda Schrempp, Jerry Pfarr, Dr. Rolfe Schwartz,
Andrew Hillyer, John Seeliger and Barbara Moss.
School District Improvement (SDI) Team Members
Michael Bumgartner (Asst. Supt.)
Heather Johnson (Principal)
John Moddrell (Principal)
Kraig Lords (Dir. Special Education)
David Jensen (Associate Superintendent)
Ray Parks (Asst. Principal)
Jonathan Gibson (Teacher, ESL)
HCSD Adequate Yearly Progress Designation by School Level and Content Area
School Level
Adequate
English/LA
Math
On “Watch List”
English/LA
Math
In “Needs
Improvement”
English/LA
Math
Elementary

Middle
 (Hold)
High
District Designation
 (Hold)
Adequate
Part I Needs Assessment
Data Reviewed. The District Improvement Plan Team reviewed the HCSD’s School District
Accountability Reports for 2002-03, 2003-04 and 2004-2005, and 2005-06. In addition, the
District Improvement Plan Team reviewed:

Longitudinal test results of student achievement from state assessments, disaggregated by
appropriate subgroups, including state Criterion Referenced Tests (CRT), Iowa Test of
Basic Skills (ITBS), Iowa Test of Educational Development (ITED), Nevada High
School Proficiency Exams (HSPE), and Nevada Writing Assessment.

2005-06 District Board Goals

District wide professional development activities

All data are available at the district office for review.
HCSD District Improvement Plan (Revision): 10/31/06
2
Results from Data Analysis
Student and School District Demographics
Strengths

Throughout the district, 98.1% of teachers teaching core subjects are “Highly Qualified.”
District wide. All new hires currently meet Highly Qualified requirements.

All 185 classrooms are equipped with internet access.

District Average Daily Attendance (ADA) is 98 %. (Jackie).

Transiency rate is 19.5% compared to the state average of 35.5%.

IEP rate is 6.2% compared to the state average of 11.1%.

LEP rate is 10.3% compared to the state average of 15.5%.

Free and Reduced lunch rate is 29.4% compared to the state average of 41.5%.

Drop out rate is 4.6% compared to the state rate of 5.7%.

Hispanic drop out rates have decreased to 5.4% district-wide.
Concerns

The percent of students identified as LEP or Migrant is growing in our remote rural schools.
This creates a concern for meeting the learning needs of this special population. The average
percent of LEP/Migrant eligible students in our rural schools is 15%, versus overall district
figures of 1.4%.

Transiency rate in the rural schools is a strong concern. It ranges from 22% to 43% at
depending on school.

The percent of HCSD students enrolled in remedial courses in Nevada universities and
colleges was at 40.8% as assessed during the fall of 2005. This reflects a decrease of 1%
from previous figures.

Rising Free and Reduced lunch population rates are also a concern. They range from 51.4%
to 90% in the rural schools.

Migrant population is 1.1% compared to the state average of .1%.

Data reflects that 41.3% of the district’s Hispanic students are not graduating.

Retention rates in grades one through six exceed the state average.

High School students that are credit deficient exceed the state average.
HCSD District Improvement Plan (Revision): 10/31/06
3
Student Achievement
Strengths.

The majority of non-proficient students in both ELA and Math are approaching standards. In
2005-06, 5% of K-8 students were in the Emergent/Developing Range in Reading, 3% in
Writing, 6% in Math, and 5% in Science. These numbers are less than half those for the state
averages.

In district high schools, 1% of tested students were in the Emergent/Developing range in
Reading, 1% in writing, and 4% in Math.

By 12th grade, HCSD has seen a reduction to 0% of credit deficient students, as compared to
12.7% in 10th and 5.2% in 11th grade.

District wide, the student to teacher ratio is 19 to 1.

Parents at the elementary level have taken an active role in attending Parent Teacher
conferences, with an average attendance rate of 99%.

Total graduation rate is 74.8% which exceeds the state average of 64.9%.

Hispanic graduation rate is 75% compared to the state average of 50.7%.

Paradise Valley Elementary School was designated High-Achieving.

Winnemucca Grammar and Sonoma Heights Elementary were designated as High
Achieving.
English Language Arts

The majority of non-proficient students on the 3rd and 5th grade reading CRTs as well as the
5th and 8th grade writing tests approach “meeting standards.”
Mathematics

The majority of non-proficient students on the 3rd, 5th and 8th grade math CRTs approach
“meeting standards.”
Areas of Concern
English Language Arts

IEP and LEP sub-populations had low percentages of students scoring at a proficient level on
the 5th grade writing test, 3rd grade reading CRT, 5th Grade Math CRT, and 5th grade reading
CRT.8th Grade IEP passing rates were low.

IEP and LEP sub-populations had low percentages of students scoring above the 50th
percentile on the reading and language portions of the 4th grade ITBS.

LEP sub-population has a low percentage of students scoring at the proficient level on the 3rd
and 5th grade math CRT.

IEP sub-population had a low percentage of students scoring at the proficient level on the 3rd
and 5th grade math CRT.

IEP and LEP sub-population had a low percentage of students scoring above the 50th
percentile on the math portion of the 4th grade ITBS.
HCSD District Improvement Plan (Revision): 10/31/06
4

IEP and LEP sub-population had a low percentage of students scoring above the 50th
percentile on the math portion of the 7th grade ITBS.

IEP sub-population had a low percentage of students scoring at the proficient level on the
math HSPE.

LEP subpopulation did not make AMAO (Annual Measurable Achievement Objectives) for
2005-2006.

IEP population in 8th grade did not make AYP in Math or ELA.
HCSD District Improvement Plan (Revision): 10/31/06
5
Curriculum and Instruction
Strengths

All teachers have internet access to support curriculum instruction in the classroom.

Elementary Schools have a designated math specialist for math content coaching in order to
increase proficiency in math.

The district has pursued an active curriculum adoption, as well as district wide curriculum
guidelines.

The district is in the process of implementing Professional Learning Communities district
wide. The primary premise of PLC’s is to ensure that no student fails, with immediate
intervention provided to students requiring assistance.

Winnemucca Junior High has implemented four common assessments in all content areas to
drive standards-based instruction.

HCSD has implemented a new teacher evaluation system that focuses on best instructional
strategies.

Winnemucca Junior High offers Algebra I for high school credit.

SB 404 grants provide literacy specialists and Response to Intervention in elementary
schools.

SB 404 provides a “student at risk” youth coordinator for the district.

Humboldt County secondary schools offer an Alternative Education program to help meet
the needs of at risk students.


HCSD has initiated a new teacher mentoring program, utilizing grant funding.
The district is in the process of implementing Instructional Consultation (IC) Teams district
wide. As a companion to PLC's, IC teams work toward the implementation of research based
instructional techniques for all exceptional students. IC Teams are also the avenue that is
used to implement a response to intervention (RTI) model for the identification of students
with learning disabilities.
Concerns

As the district implements PLC’s, the availability of funds to provide training is required.

Creative opportunities for grade level and departmental meetings need to be provided.

The development of common assessment is needed district wide to track student academic
progress in all grades.

Special Education students still need to spend more time in regular education classes.

Opportunities for staff to meet in grade or departmental meetings are limited, reducing the
amount of departmental dialogue.

There is need for more instructional ESL aides in rural schools.

Lack of ESL aide time in ALL schools is a rising concern.
HCSD District Improvement Plan (Revision): 10/31/06
6

The bell schedule at Lowry High School seems to be a concern. A high percentage of staff
feel that it is not optimal for student achievement.

Curricular transition between school levels needs to be more closely aligned to meet the
needs of students.
Parent and Community Involvement
Strengths

Board goals have listed 100% parent teacher conferencing at the elementary level as an
objective. In addition, parent teacher conferences have been extended to 20-minute meetings
twice a year and now include the 5th & 6th grades. Current figures indicate that 99% of
parents attended conferences at the elementary level during the 2005-2006 school-year.

Parent utilization of Powerschool in significantly increasing.

Attendance at extra curricular events is very high.

Much of parent communication is sent home in two languages.

The district is currently working on implementing School Messenger Communication
System.
Concerns

Parent Involvement tends to decrease in higher grade levels.

Parents currently have very little access to student assignment, attendance and grade
information on a daily basis.

Information to parents needs to be provided in both Spanish and English.
Learning Environment
Strengths

Safety in schools is very high.

Research based teacher practices are enhanced through professional development.

The district is becoming more proficient in using the RTI to meet the needs of students.
Concerns

Students previously identified as LEP are de-certified from the program upon meeting stated
objectives. Despite meeting the objectives, many of these students continue to demonstrate a
need for academic interventions.

Communication between transitional periods (elementary to middle, middle to junior high,
junior high to high school) is limited. Increased communication could facilitate identification
and intervention for students.
HCSD District Improvement Plan (Revision): 10/31/06
7
Professional Development
Strengths

The Winnemucca Junior High school has maintained a lead in the introduction of
Professional Learning Communities. However, all schools, except Lowry High, were
provided training in PLCs in the 2005-2006 school-year. Lowry High begins training in
2006-2007.

The elementary schools are currently establishing continued training dates for PLC
introduction during the 06-07 school-year.

Regional NNRPDP site facilitators are providing support for teachers on an ongoing and as
needed basis.


A formal teacher mentoring program has been put in place.
The district has provided intensive IC Team training to develop a cadre of IC Team
facilitators throughout the district.
Concerns

The school district does not collect a complete list of professional development activities
across schools. However, this will be an area of focus for the 2006-2007 school-year.

Many professional development activities are “one shot” activities. As a result, followthrough is limited.

Throughout the years, HCSD has investigated and implemented a variety of programs. As a
result of limited follow-through, it is felt that many of these have not been effectively
implemented.

Dependence on grant funding for Professional Development activities limits the level of
exposure available throughout the district.

There has been a lack of direction for implementing district wide common planning time for
teachers, data driven decision making training, and common assessment planning.
Priority Needs
The District Improvement Team identified three priority need areas for 2006-07:

English Language Arts: At the middle and junior high school levels, the district did not
make AYP in ELA. Concerns were greatest amongst the IEP population.

Math: The District, at the middle school level, did not make AYP in math. At the middle
school level, students in the IEP and LEP populations demonstrated the greatest concern.

Professional Development: In light of NCLB and AYP requirements, the PLC model and
the RTI model create a student centered learning environment. The District Improvement
Plan committee believes that this model should be directed as a district model, rather than
simply at individual site discretion. With the focus placed on Professional Learning
Communities, a plan should be developed to secure a systemic process for data driven
HCSD District Improvement Plan (Revision): 10/31/06
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decision making. Training in common assessment, standards-based instruction, data driven
decision making, and strategies for differentiating instruction must be a focus on a district
wide basis.
HCSD District Improvement Plan (Revision): 10/31/06
9
Part II: Inquiry Process
The District Improvement Team investigated the reasons for the priority needs and selected the
most appropriate research-based strategies to address them. Table 1 shows the verified
explanations for low student performance in reading/language arts and math. Additionally,
reasons as outlined for staffing and PD are also addressed.
Table 1. Explanations of Priority Needs
Priority Need
Reading/
language arts
Mathematics
Professional
Reasons include:
 Some secondary teachers do not believe that teaching reading and
language arts is part of their job.
 Remediation is not integrated into the regular school day.
 Professional Development is not on-going, job-embedded,
sustained, nor based on data.
 IEP and LEP students often lack exposure to grade level standards
based on current pull out strategies.
 LEP students require general language acquisition which limits
the opportunity to address math skills. Many teachers have not yet
acquired the necessary skills to address these needs.
 Math remediation is targeted primarily at the middle and junior
high school levels. Some remediation is provided at the
elementary level as part of the after school and summer school
programs, although participation has been limited.

Increased needs in IEP and LEP population require specific PD
activities for all staff.

Previous trainings have been “shot gun” models, with little to no
follow-up.

The district has introduced a number of programs throughout the
years. Long term follow-through has been limited and left to
individual sites.

The district must commit long term financial resources for the
development of a consistent and effective professional
development program.

Teacher leadership must be developed district wide and in
individual schools.

The district will implement teacher leadership cadres, in order to
develop leadership capacity.
Development
HCSD District Improvement Plan (Revision): 10/31/06
10
The District Improvement Team investigated possible solutions to the priority needs and their
underlying reasons. Table 2 presents the solutions selected by the District Improvement Team.
Table 2. Solutions Selected to Address Priority Need
Priority Need
Selected Solutions
Reading/
Language arts
A. All schools will implement effective instructional strategies
based on the Professional Learning Communities model, the
Instructional Consultation Model, and other research based
professional development programs.
B. Adopt research-based standards of effective teaching.
C. Revise formative aspects of teacher evaluation process based on
standards of effective teaching for continuous professional
growth and instructional improvement.
D. Provide low achieving students with specific targeted remedial
instruction using alternative ways of utilizing instructional time
during the regularly scheduled school day.
Mathematics
A. Provide on-going and sustained professional development to
strengthen teacher knowledge and abilities in geometry, algebra,
functions, and problem solving.
B. Schools will ensure that teachers receive professional
development in innovative and instructional strategies and in the
adopted curriculum for geometry, algebra, functions, and
problem solving.
C. All schools will provide math instruction every day, for each
student in K-12 or until students reach proficiency.
D. Provide low achieving students with specific targeted remedial
instruction.
E. The district is using the mclass assessment as part of the IC
Team to assist in the identification of progress for students with
math deficits.
Professional
A. The PLC model and the RTI model, are research based models
which effectively address requirements associated with NCLB
and AYP.
Development
B. The district has been exposed to the PLC model, with pilot
programs in progress. As the district takes a proactive role in
providing high quality and ongoing PD, PLCs will be utilized at
all levels.
C. Provide common planning time for teacher teams in all schools.
D. Provide common planning time for teacher leadership cadres,
grade level teams in grades K-6, and secondary school
department cadres in grades 7-12.
HCSD District Improvement Plan (Revision): 10/31/06
11
E. Provide training in data driven decision making in team settings.
F. Provide a system for district wide and site level common
assessment which focuses on achievement of prioritized
standards and objectives.
G. Professional development activities must be on-going, sustained,
job embedded, and support the goals of the school and district
improvement plan.
H. Further training for administrators, secretaries and counselors,
especially those new to the position, in Powerschool.
HCSD District Improvement Plan (Revision): 10/31/06
12
Part III: Action Plan and Evaluation
This section presents the action plans to implement the strategies for the priority needs, the goals
to evaluate success, and the plan to monitor plan implementation.
Action Plan.
Table 3A presents the action plans for how the school district will implement the strategies for
reading/language arts and mathematics.
Goals.
Reading/Language Arts.
A. Achievement Level: State AYP calculations. HCSD students will improve their
achievement in reading and language arts as shown by the percent of students proficient on
State AYP calculations. The table below shows the percent of all students proficient
(including the confidence interval) based on statewide 2005-06 AYP calculations for
English/Language arts, by school level. At the end of the first year of the improvement plan,
all students and subgroups enrolled on or before count day are expected to reach or exceed
the state benchmarks for the respective school levels, as shown below.
School Level
HCSD 2005-06 AYP Percent Proficient in ELA
State
Benchmarks
2006-07
Percent above
Cut Score
Confidence
Interval
Total Proficient
Elementary School
62.26%
2.5%
64.76%
39.6%
Middle School
64.19%
3.5%
67.69%
47.5%
High School
91.0%
3.2%
94.2%
77.9%
HCSD District Improvement Plan (Revision): 10/31/06
13
Mathematics.
A. Achievement Level: State AYP calculations. HCSD students will improve their
achievement in mathematics as shown on State AYP calculations. The table below shows
the percent of all students proficient (including the confidence interval) based on statewide
2005-06 AYP calculations for mathematics, by school level. At the end of the first year of
the improvement plan, all students and subgroups enrolled on or before count day are
expected to reach or exceed the state benchmarks for the respective school levels, as shown
below.
School Level
HCSD 2005-06 AYP Percent Proficient in Math
State
Benchmarks
2006-07
Percent above
Cut Score
Confidence
Interval
Total Proficient
Elementary School
62.83%
2.5%
65.33%
45.4%
Middle School
59.29%
3.6%
62.89%
43.3%
High School
76.0%
4.8%
80.8%
52.3%
HCSD District Improvement Plan (Revision): 10/31/06
14
Monitoring Plan.
Tables 4A through 4D present the plan to monitor the implementation of the Action Plan. To
monitor implementation, each subcommittee collected information on whether the action steps
were completed, and/or whether the action steps were successful.
HCSD District Improvement Plan (Revision): 10/31/06
15
Table 4A. Action Plan for English/Language Arts
Goal Statement: Students will improve their performance in reading and language arts.
Strategy/Action Steps
1. Adopt research-based standards of effective teaching.
 Investigate and select research-based standards of effective
teaching.
 Collaborate to identify best strategies.
 Provide support to implement research-based standards of
effective teaching.
2.



Revise formative aspects of teacher evaluation process
based on standards of effective teaching for continuous
professional growth and instructional improvement.
Implement the Charlotte Danielson Teacher Evaluation
Process in every school.
Provide training for all administrators
Work collaboratively with teachers to effectively implement
the new system.
2.
Provide low achieving students with specific targeted
remedial instruction using alternative ways of utilizing
instructional time during the regularly scheduled school day,
after school and summer school programs
 Analyze current school practices and develop alternative
schedules for remediation.
 Schools will determine criteria to identify low achieving
students, using State scores and site based assessments, as
applicable.
 Implement targeted remediation.
HCSD District Improvement Plan (Revision): 8/31/05
Timeline
Resources



ongoing
ongoing
2006-07 and on
going



$300
$1000
None

2006-07

None
Person(s) Responsible

Assistant
Superintendent and
Site Administrators

Assistant
Superintendent
Principals and site
administrators
Evaluation steering
committee


2006-07



Fall 2006
Fall 2006
Ongoing



Ongoing
Ongoing
Ongoing



No resources
No resources
District




Principals
Principals
Principals and
Associate
Superintendent
Assistant
Superintendent
16
3.
LEP and IEP students will spend increased time in the regular
education classroom increasing exposure to grade level
standards.
 Review and address the provision of services to special
education students.
 Review and address the provision of services to LEP
students.
HCSD District Improvement Plan (Revision): 8/31/05


Ongoing
Ongoing

No resources


No resources


Associate
Superintendent
Associate
Superintendent
Assistant
Superintendent
17
Table 4B. Action Plan for mathematics
Goal Statement: Students will improve their performance in mathematics
Solution/Activity
1. Provide on-going and sustained professional development to
strengthen teacher knowledge and abilities in algebra,
functions and problem solving.
 Provide in-service on geometry/algebra/functions/problem
solving standards.
2. Schools will ensure that teachers receive professional
Timeline
Resources

January 2005 –
June 2007

District

Assistant
Superintendent and
Principals

August 2005 –
June 2007


District
NDE Consultants

Assistant
Superintendent and
Principals

Ongoing
development in:
 innovative strategies geometry/algebra/functions/problem
solving,
 instructional strategies geometry/algebra/functions/problem
solving, and
 adopted curriculum in geometry/algebra/functions/problem
solving.

3. All schools will provide math instruction every day, for
each student in K-12 or until students reach proficiency.
4. Provide low achieving students with specific targeted remedial
instruction based on student need.
 Schools will determine criteria to identify low achieving
students, using State scores and site based assessments, as
applicable.
 Schools will develop plans to provide specific, targeted
HCSD District Improvement Plan (Revision): 8/31/05
Person(s) Responsible


Ongoing
Ongoing


Prioritize Master
Schedule to reflect
need for more math
instruction at each
site.
No Resources
Individual school



Principals
Principals and NCLB
Specialist
Principals and NCLB
Specialist
18
remediation to non-proficient students.
HCSD District Improvement Plan (Revision): 8/31/05
19
Table 4D. Action Plan for Professional Development
Goal Statement: Staff will be better prepared to assist students in meeting the academic challenges of all students.
Solution/Activity
1. The PLC model is a research based model which effectively
addresses requirements associated with NCLB and AYP.
Timeline

2. The district has been exposed to the PLC model, with pilot
programs in progress. As the district takes a proactive role in
providing high quality and ongoing PD, PLCs will be utilized
at all levels.

3. Provide common planning time for teacher teams in all
schools.

4. Provide common planning time for teacher leadership cadres,
grade level teams in grades K-6, and secondary school
department cadres in grades 7-12.
5.
Provide training in data driven decision making in team
settings.
6.
Provide a system for district wide and site level common
assessment which focuses on achievement of prioritized
standards and objectives.

Resources
Person(s) Responsible

October 2006 and
ongoing
October 2006 and
ongoing
Spring 2006 and
ongoing
Fall 2006 and
ongoing

District and Title II

Title II

District and Title II

No resources



Assistant
Superintendent,
Associate
Superintendent
Assistant
Superintendent,
Associate
Superintendent
Assistant
Superintendent and
Associate
Superintendent
Site Administrators
7. Professional development programs will be submitted to the
district for review. Professional development activities must
be on-going, job-embedded, and support the goals of the
school improvement plan.
8. The district will provide continued professional
development for the improved implementation of the IC
Team Model as an avenue to meet the new Federal
requirement for the use of RTI in the identification of
students with learning disabilities.
HCSD District Improvement Plan (Revision): 8/31/05
20
Table 4A. Monitoring Plan for English/Language Arts
Strategy/Action Steps
1.



Adopt research-based standards of effective teaching.
Investigate and select research-based standards of
effective teaching.
Disseminate standards of effective teaching.
Provide support to implement research-based standards of
effective teaching.
Data to collect
When to collect
Person responsible




Standards
Standards
Observation/
Assessment tool



April 2006 and
ongoing
August 2006
Ongoing


2.



Revise formative aspects of teacher evaluation process
based on standards of effective teaching for continuous
professional growth and instructional improvement.
Implement the Charlotte Danielson Teacher Evaluation
Process in every school.
Provide training for all administrators
Work collaboratively with teachers to effectively
implement the new system.
3.
Provide low achieving students with specific targeted
remedial instruction using alternative methods of utilizing
instructional time during the regularly scheduled school
day, after school and summer school programs
 Analyze current school practices and develop alternative
schedules for remediation.
 Schools will determine criteria to identify low achieving
students, using State scores and site based assessments, as
applicable.
 Implement targeted remediation.
HCSD District Improvement Plan (Revision): 8/31/05

Percent of certified
staff at school site
evaluated using the
new system



Schedules for
remediation
Criteria to identify
eligible students
Student roster




April 2007




April 2007
August 2007
August 2007
June 2007



Assistant
Superintendent and
RPDP
Assistant
Superintendent and
RPDP
RPDP
Assistant
Superintendent
Principals and site
administrators
Evaluation steering
committee
Principals
Principals and
Associate
Superintendent,
Assistant
Superintendent
Principals and
Associate
Superintendent,
Assistant
Superintendent
21

3.
LEP and IEP students will spend additional time in the
regular education classroom increasing exposure to grade
level standards.
 Review and address the provision of services to special
education students.
 Review and address the provision of services to LEP
students.
HCSD District Improvement Plan (Revision): 8/31/05

IEP and LEP
documentation
LEP Data Base

March 2006

June 2006


Director Special
Education and
Associate
Superintendent,
Assistant
Superintendent
Associate
Superintendent,
Assistant
Superintendent
22
Table 4B. Monitoring Plan for mathematics
Strategy/Action Steps
Data to collect
1. The PLC model, and the IC Team Model are research based
models which effectively address requirements associated with
NCLB and AYP

2. Schools will ensure that teachers receive professional

development in
innovative strategies geometry/algebra/functions/problem
solving,
 instructional strategies
geometry/algebra/functions/problem solving, and
 Adopted curriculum in
geometry/algebra/functions/problem solving.


HCSD District Improvement Plan (Revision): 8/31/05
Attendance list and
agenda
Effectiveness Survey




Person responsible
After workshops
1 month post
training

After workshops
1 month post
training



Assistant
Superintendent
Principals
Assistant
Superintendent and
Principals
Principals

Master Schedules
form each school

January 2007

Assistant
Superintendent

Criteria to identify
eligible students
Schedules for
remediation


August 2006
August 2006


Principals
Principals
3. All schools will provide math instruction every day, for
each student in k12 or until students reach proficiency.
4. Provide low achieving students with specific targeted
remedial instruction based on student need.
 Schools will determine criteria to identify low achieving
students, using State scores and site based assessments, as
applicable.
 Schools will develop plans to provide specific, targeted
remediation to non-proficient students.
Effectiveness Survey
When to collect

23
Table 4D. Monitoring Plan for Professional Development
Strategy/Action Steps
Data to collect
When to collect
Person responsible

Percentage of staff
actively
participating in
PLCs.

May 2007

Same

May 2007
2. The district has been exposed to the PLC model, with pilot
programs in progress. As the district takes a proactive role in
providing high quality and ongoing PD, PLCs will be utilized at
all levels.


3. Provide common planning time for teacher teams in all
schools.


September 2006
and May 2007
All Year
4. Provide common planning time for teacher leadership cadres,
grade level teams in grades K-6, and secondary school
department cadres in grades 7-12.

Master Schedule for
each school site
District Meeting
Schedules, Agendas
and Minutes
Professional
Development
Calendar
Pre and Post
Assessment Data at
each school site

Monthly


September and
May

Request Forms

Ongoing

1. The PLC model, and IC Team Model, are research based
models which effectively addresses requirements associated
with NCLB and AYP.


5. Provide training in data driven decision making in team
settings.
6. Provide a system for district wide and site level common
assessment which focuses on achievement of prioritized
standards and objectives.





Assistant
Superintendent,
Director of Federal
Programs, RPDP
Assistant
Superintendent,
Director of Federal
Programs, RPDP
Principals
Principals, Assistant
Superintendent
Assistant
Superintendent
Assistant
Superintendent,
Principals, trainers
Assistant
Superintendent,
Associate
Superintendent
Principals
7. Professional development programs will be submitted to the
district for review. Professional development activities must be
on-going, job-embedded, and support the goals of the school
improvement plan.
HCSD District Improvement Plan (Revision): 8/31/05
24
Other Required Elements of a School District Improvement Plan.
Resources Available to the School District to Implement Plan.
The school district will use funds from the resources below to fund the school district
improvement plan activities.
Funding Source
Amount
How funds are used
General Fund
As Needed
Staffing, Professional Development
Title II
$28,000
PLC Professional Development activities
SB 404
1.3 Million
Position funding, professional development,
extended day and year.
Summary of Effectiveness of Legislative appropriations.
Class Size Reduction.
The allocation for state CSR funds are utilized to reduce class sized in grade 1, 2, and 3. During
the 2005-06 school year, HCSD received $943,244.00. The overall reduction in student to
teacher ratio allows for greater individualized attention that would not be available should class
sizes be increased.
HCSD has found that the CSR allocation has not met our fiscal need. In previous years, the
district has covered up to a $50,000 deficit in CSR. During the 2005-06 fiscal school year, we are
anticipating a shortfall of approximately $9,000.
ECECP.
Funds allocated for the support of our Pre-Kindergarten program continue to have a tremendous
impact academically on students who have attended. During the 2005-2006 school year, services
were being provided to 40 students. Funds ($178,500) provide staffing and general supplies for
the provision of services.
In past years, HCSD had benefited from a dual program, Even Start and Pre-K. During the last
biennium, our funds were significantly reduced. At that time, the ESL and parenting components
provided through Even Start were terminated, with funds allowing for only the Pre-K services.
This has had a negative impact on our ability to impact the education of our large Hispanic
community.
Additionally, funds are only sufficient to provide one Pre-K program in HCSD. Should funds be
allocated for this vital program, services would be provided to Pre-K eligible students in the
other elementary schools located within the district.
HCSD District Improvement Plan (Revision): 8/31/05
25
SB 404
Humboldt County School District received funds in excess of 1.3 million dollars through the SB
404 grant process. This program affected all schools in our district, except one school. Funds are
being used to expand innovative programs and are having a noted impact. However, the time
frame for complete data collection may be limited as a result of the time frames in which funds
were released.
In addition, the format for the application, 2/3 year one, 1/3 year two, created a significant
difficulty for schools to comprehend and process. As a result, it created a great deal of work for
the schools, district and, I’m sure, NDE to review, approve and track. I would suggest that
should SB 404 funds be made available again, the award is given as a complete funding cycle
award, rather than breaking it into years.
Full Day Kindergarten
Humboldt County School District received in excess of $150,000 dollars for the support of FDK
for qualifying schools. Funds were used to purchase two portables, one for WGS and one of
McD, to accommodate that ability to provide this service. Remaining funds were utilized for
basic supplies and equipment for the new programs. As a result of this opportunity, an additional
3 FTE teachers are scheduled to be introduced during the 2006-2007 school year.
This program will provide tremendous benefit. The only recommendation relative to this funding
would be to expand it such that all kindergarten students could benefit from a full day program.
Research supports the long term positive effect of such programs.
HCSD District Improvement Plan (Revision): 8/31/05
26