December 13, 2019
CARSON CITY Nev. – Charlotte Hill Elementary in the Clark County School District and Silver Stage High in the Lyon County School District were both named 2019 National Elementary and Secondary Education Act (ESEA) Distinguished Schools today.
“Nevada is very proud of both Charlotte Hill and Silver Stage for the national recognition they are receiving today,” said Jhone Ebert, Superintendent of Public Instruction. “These schools serve as role models for providing outstanding additional support for their students.”
The National Association of ESEA State Program Administrators – formerly the National Title I Association – has been selecting examples of superior, federally funded school programs for national recognition through the National ESEA Distinguished Schools program since 1996. These schools demonstrate a wide array of strengths, including team approaches to teaching and learning, focused professional development opportunities for staff, individualized programs for student success and strong partnerships between the school, parents, and the community.
Charlotte Hill was recognized as a Category 2 school for closing the achievement gap between student groups while Silver Stage was recognized as a Category 3 school for excellence in serving special populations of students.
The Nevada Department of Education also recognized three additional schools as Nevada ESEA Distinguished Schools:
- Ruben P. Diaz Elementary, Clark County School District, as a Category 2 school;
- Democracy Prep at the Agassi Campus Middle School, State Public Charter School Authority, as a Category 3 school;
- Mater Academy of Northern Nevada Middle School, State Public Charter School Authority, as a Category 3 school.
Charlotte Hill Principal Jennifer Reynolds said her teachers use fluency data to inform students about their reading programs that give their students an opportunity to reflect and set new goals. Data from the MAP Growth Assessment is analyzed three times a year to plan, deliver, and reflect on Tier I instruction. Based on the data, teachers form instructional groups to target specific academic student needs.
“Our counseling department utilizes data to develop programs which target students identified as chronically absent,” Reynolds said. “Attendance data is continuously monitored and systems are implemented which have resulted in a decrease in chronic absenteeism. In addition, counselors monitor the types of referrals received to determine behavioral, social-emotional, academic, and attendance needs. This student-centered approach has led to a 29 percent decrease in bullying incidents and a 64 percent reduction in suspension. Less time out of the classroom equals student achievement.”
Silver Stage Principal Patrick Peters said his school’s culture is built on the teaching staff that is focused on the “Whole Student” and not just their content area.
“The staff will do whatever it takes to provide students with support,” Peters said. “The focus of the staff is to meet the academic and social emotional needs of our students. Our mission statement is ‘providing a safe learning environment to gain college, career and life skills for a successful future!’”
Peters provided a lengthy list of academic student interventions including F-Clearinghouse Days in which students that have passing grades earn school-run activities as a reward. Students with F’s are assigned to a classroom/teacher and work their way out of the room by completing assignments and learning what they need to succeed. The school also created intervention teams to help struggling students. Once a student is identified by a teacher, administrator, or parent, an intervention team is created consisting of all of the student’s teachers, administrators, parents, and the student. This team meets as a group to discuss strengths and concerns. It creates an action plan to improve student achievement.