There were no public comments. 

Mr. Gunozu introduced Ms. Bleuer, Ms. Mine, and Ms. Nhan while indicating they would be giving an update regarding the NWEA MAP test results and the Nevada School Climate: Social Emotional Learning Survey results. This will be more in-depth information about what we have done.   

Ms. Bleuer

Ms. Bleuer reviewed the CASLV Student Performance Data— Fall 2023 to Winter 2024 MAP Scores, giving an overview of the achievement status growth. She shared a summary explanation with graphs highlighting low achievement or high achievement, high achievement or high growth, low achievement or low growth, and high achievement or low growth. She explained that NWEA MAP Growth is a nationally normed, standardized achievement test that measures what students know and informs what they're ready to learn next by using a computer adaptive test that adjusts to the ability and knowledge of the student. Teachers can use the MAP Growth Score to inform instruction, personalize learning, and monitor the growth of individual students.  This above report allows teachers to see who has grown in their class. Each plus sign represents a student. Teachers can group students by need and skill.  Teachers can get information on each child to determine which topics are strong as well as weak. At Cadence, our Winter Map scores indicate that an average of 64% of the elementary students pass in math and 63% pass in reading.  At Centennial, our Winter Map scores indicate that an average of 76% of the elementary students pass math and 77% in reading. At Eastgate, our Winter Map scores indicate that an average of 73% of the elementary students pass in math and 68% pass in reading. At Nellis, our Winter Map scores indicate that an average of 66% of the elementary students pass in math and 65% in reading. At Tamarus, our Winter Map scores indicate that an average of  80% of the elementary students pass in math and 78% in reading.

Ms. Bleuer reviewed the class breakdown by instructional area in detail and the NWEA MAP assessment, student profiles, strengths, and weaknesses. Ms. Bleuer explained that the reports help teachers give students what they need. Each campus's MAP growth percentages from fall to winter were presented to the subcommittee. Ms. Bleuer explained the RIT scores and said that we should see more growth in the spring since it is typical to see more growth from winter to spring. Performance in the classroom was also presented. She indicated these results are used for placements and help determine the professional development needs of teachers. Dr. Warren and Ms. Hayman asked about Nellis and Cadence's elementary progress. 

Ms. Mine 

Ms. Mine reviewed their middle school progress and indicated an in-depth review was given at the last board meeting. It was discussed that Nellis is showing substantial progress, and they are meeting weekly and reviewing data. 

She provided the proficiency percentages for all campuses. Across our secondary campuses, math and English Language Arts (ELA) proficiency rates show varied performance. Sandy Ridge has the highest math passing rate at 86%, with ELA at 77.25%. Windmill performs strongly in both subjects, with 84% in math and 85% in ELA. Centennial Hills has an 82% passing rate in math and 81% in ELA. Cadence's rates are lower, with 61% in math and 64% in ELA, indicating areas where more support might be needed. Nellis has a 60% proficiency rate in math and 70.6% in ELA, also suggesting a need for targeted improvements. These rates highlight the different challenges and successes at each campus, pointing towards the need for specific strategies to support student achievement.

Ms. Nhan

Ms. Nhan presented the Nevada School Climate: Social Emotional Learning Survey. She explained that this helps each school learn about student perceptions and gave an overview of the report, indicating the scale scores and participation rates while noting that they are happy with the results. This helps to determine if there is an emotional connection to the school and if students feel safe at school. It was discussed that this is completely anonymous and that it ties in very well with the multi-tiered system of support (MTSS). Ms. Nhan indicated that the results of every campus were favorable. Each campus's social-emotional learning competence (SEL) details were reviewed. The favorable conditions and highlights for each campus were also presented. Ms. Nhan explained how the campuses use this data, which relates very well to the different levels of support, interventions, and more. It was discussed that there is a focus on onboarding, mentoring, and lectures about bullying. 

Ms. Hayman asked about the students who are low-achieving, and Ms. Bleuer explained that any student who scores low-achieving receives additional academic support from an interventionist and tiered support based on their MAP test scores (scores less than 40%). They use universal screeners for students they have concerns about. Ms. Hayman and Dr. Warren asked how interventions are going at the CASLV Nellis and CASLV Cadence campuses. Ms. Bleuer indicated they are using i-Ready to help with progress and growth. Mr. Gunozu explained that the i-Ready results were shared at the last board meeting. 

Mr. Gunozu shared that CASLV has been collaborating with a consultant to devise a plan for academic improvement. He went over the key areas that have been identified and discussed across all campuses. The primary focus has been pinpointed as identifying and nurturing talents, advancing academic models, and improving professional development programs. Efforts are underway to pinpoint specific initiatives and plans for presentation to the board, with an emphasis on enhancing college preparatory programs and expanding opportunities in STEM fields. The discussion also covered essential goals aimed at boosting educational quality, increasing support for both students and teachers, and refining teaching strategies and methodologies. Our schools are highlighted for their excellence in college preparation. We have managed to maintain our standards despite the difficulties the pandemic has presented, and we are now aiming to raise the bar even higher. The anticipated outcome is to deepen classroom experiences.

Mr. Gunozu outlined the current state of professional development, emphasizing the importance of coaching, mentoring, Kagan training, continuous professional development sessions, and participation in educational conferences. He noted that the Professional Learning Communities (PLC) meetings are held regularly each month. The discussions also touched on the efforts to enhance teacher effectiveness, increase the teacher count, and address the ongoing challenge of teacher shortages. Wrapping up, Mr. Gunozu reviewed the forthcoming steps, pointing out the key strategies already implemented to sustain educational excellence. Additionally, a strategy for creating a pathway for teachers interested in moving into administrative roles was discussed. Mr. Gunozu invited feedback and suggestions on additional actions that could be taken and ways the board might provide support. 

Ms. Hayman asked who created the plan, and Mr. Gunozu explained this was created with Mr. Andrew Bray after reviewing with CASLV principals and the Charter School Growth Fund (CSGF) site report. Dr. Warren asked about chronic absenteeism, and it was discussed that it falls under parent communication and increasing student engagement. She also asked how we are doing with special education (SPED), and Mr. Gunozu explained that a SPED coordinator was recently hired and will be starting soon. There was an in-depth discussion about school psychologists and how that process works. Ms. Hayman added that this is very commendable and asked how it would be rolled out. Mr. Gunozu explained what CASLV would like to achieve in the next 18 months and indicated planning is still being processed. Mr. Ercan then walked everyone through the strategic planning process. Dr. Warren asked that maybe a column be added for a reward structure for teachers. It was discussed that this could potentially be added to the merit-based pay program. Ms. Hayman added that capacity building and enhancing knowledge of teaching methodology are important. It was discussed that we nurture teachers like we do students. 

Ms. Mine

Ms. Mine presented the Cognia Accreditation Engagement Report and explained the standards CASLV needed to meet. She reviewed a summary of the report given. Ms. Mine explained the process they implemented before the Cognia Engagement Review Day before reviewing the report and the findings with the subcommittee. She indicated that the Sandy Ridge administration attended training; the process included self-assessments, and they reviewed standards and classroom observation tools. They also reviewed the survey results and created reports based on the results. The Cognia Accreditation team visited classes (30 observations). The Sandy Ridge administration team prepared a narrative and an executive summary of their school. On the review day, campus leadership gave a presentation, and focus group interviews were conducted. Mr. Ercan explained that this high school accreditation is not a requirement by the state and Nevada Higher Education; however, we always want to have this accreditation for our students who are willing to apply to other universities nationwide. Dr. Warren said this is not easy, and the subcommittee expressed their gratitude for all the hard work that went into this. 

Ms. Mine mentioned that we scored 327, well above the average of 253. Following the engagement review day, the leadership team at the Sandy Ridge campus reviewed the results and discussed how to improve in certain areas. Mr. Ercan highlighted the report's 92% 4-year college acceptance rate as impressive. The subcommittee expressed their gratitude to the academic team for their dedication and hard work, offering their congratulations.

There were no public comments.