The following categories represent the focus areas

agreed upon by the Board of Trustees and the

Superintendent for the 2020 evaluation year. Each indicator will be rated from 1-4 (using whole numbers only) while adhering to the

following scale:

1. Did not meet the standard. 2. Inconsistently met the standard or standard was met with frequent and avoidable

errors. 3. Consistently met the standard with minimal errors. 4. Consistently met the standard.

1. Effective Operational Oversight

Expectations:

A. Ensure Trustees are informed of any major changes to the

organization’s structure prior to implementation and that such

changes are based on sound fiscal reasoning with a focus on

operational efficiency and student success.

Total Points 20

Individual Trustee Total Score

Lola A. Brooks - 17; Linda P. Cavazos - 12; Irene A. Cepeda - 13; Danielle Ford - 8; Chris Garvey - 13; Deanna L. Wright - 15; and Linda E. Young - 8

1 A 1 - Trustees are informed of major structural changes and the reasoning behind such changes prior to implementation.

(Individual Trustee Score: Lola A. Brooks - 4; Linda P. Cavazos - 2; Irene A. Cepeda - 3;

Danielle Ford - 2; Chris Garvey - 2; Deanna L. Wright - 3; and Linda Young - 1)

Submitted evidence:

● 1 A 1 Final.COVID-19 Update Phase I Reopening

Lola Brooks June 18, 2020

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● 1 A 1_CCSD Creates CCSD Reopening Our Schools Working Group_5.12.20 ● 1 A 1_CCSD Reopening Our Schools Working Group provides update on first

meeting_5.15.20 ● 1 A 1_CCSD's New Chief Academic Officer Appointment Announced - Newsroom ● 1 A 1_CCSD's New Deputy Superintendent Appointment Announced - Newsroom

1 A 2 - Structural changes are based on sound fiscal reasoning with operational efficiency prioritized without negatively impacting student success.

(Individual Trustee Score: Lola A. Brooks - 4; Linda P. Cavazos - 2; Irene A. Cepeda - 2;

Danielle Ford - 2; Chris Garvey - 3; Deanna L. Wright - 3; and Linda E. Young -2)

Submitted evidence:

● 1 A 2 Daily-Instructional-Plan ● 1 A 2 FINAL ELLD Guidance and Support 4.15.20 ● 1 A 2 Grades 3-5 Week 7 Student Learning Extension Opportunities ● 1 A 2 Updated CCSD.Guidance IEPs 504s.4.20.20 ● 1 A 2_Learning Line Expectations ● 1 A 2_Organizational Changes_05.18.20

1 A 3 - Structural changes are communicated to the public and/or staff (after the Trustees are notified) in a transparent and timely manner with an attempt to avoid unnecessary confusion.

(Individual Trustee Score: Lola A. Brooks - 2, Linda P. Cavazos - 3, Irene A. Cepeda - 3,

Danielle Ford - 2, Chris Garvey - 2, Deanna L. Wright - 3, and Linda E. Young - 1)

Submitted evidence:

● 1 A 3_CCSD PHASE ONE REOPENING Plan_05.14.20 ● 1 A 3_Elementary Content Flyer Summer 2020 ● 1 A 3_FACES.Parent Videos. Parent Flyer Distance Education Support for Families ● 1 A 3_FACES.Parent Videos. Distance Education Support for Families G&W

1 A 4 - Structural changes consider options for streamlining processes and reducing administrative redundancies as much as possible.

(Individual Trustee Score: Lola A. Brooks - 4, Linda P. Cavazos - 3, Irene A. Cepeda - 3;

Danielle Ford - 1, Chris Garvey - 3, Deanna L. Wright - 3; and Linda E. Young - 2)

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Submitted evidence:

● 1 A 4_Instructional Materials Purchase Approval Form ● 1 A 4_Leadership.Principal Pool PowerPoint Info Meetings ● 1 A 4_Wellness Call Protocols ● 1 A 4_Wellness Check Protocols

1 A 5 - Possible unintended consequences of structural changes are vetted prior to implementation and a plan of action to proactively resolve them is developed in a timely manner.

(Individual Trustee Score: Lola A. Brooks - 3; Linda P. Cavazos - 2; Irene A. Cepeda - 2;

Danielle Ford - 1; Chris Garvey - 3; Deanna L. Wright - 3; and Linda E. Young - 2)

Submitted evidence:

● 1 A 5_CPD.Curriculum Commissioner Selection ● 1 A 5_Leadership.NV PPLC Site Visit Agenda (Final 1-7-2020) ● 1 A 5_Literacy.K-12 Literacy Plan Task Force Meeting Agenda- March 6, 2020 ● 1 A 5_Literacy.MTSS.DLT Meeting Agenda.January ● 1 A 5_Math HS Taskforce 1.7.20 ● 1 A 5_Math Middle School Double Accelerated Task Force

Total Points (Enter a rating of 1-4 for each indicator above; add them together to calculate the

total points.)

Suggestions for growth: Lola A. Brooks: While significant changes didn’t occur within the organizational structure itself, COVID-19 created a lot of instability and the disjointed messaging it produced created a lot of confusion for staff and parents. I feel that the bulk of this is related to decentralization and autonomy granted to individual schools, who each handled the situation in vastly different ways. I also recognize that this situation was unprecedented in modern times and a certain level of confusion is unavoidable. However, some steps taken later on as we gained more footing were solid steps in the right direction. My request is that we take them sooner by developing specific protocols or pausing briefly to assess the situation more strategically. For instance, offering weekly briefings for Trustees, centralizing information in a single location, forming a working group are all positive steps that could have happened sooner. If we develop specific protocols like this then the Board, staff, and the community will come to see them as normal operating procedures and predictable expectation. Linda P. Cavazos: 1-A-1: Working groups need to be more representative of the school community, not primarily composed of “top level” business or non education members, but a fair balance of all stakeholders. Additionally, if the selection of said members is delegated to cabinet, mindful consideration should be given to ensuring that the

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superintendent is aware of the selection process used, to ensure transparency to the community and to the Board, if asked about the rationale, while still recognizing that the superintendent has final authority on appointed members. 1-A-2: Learning extension packet efficacy assessment would have been helpful. ELL communication dissemination from central services to teachers via regionals perhaps could be re-structured for more effective sharing of resources, as the workload of the regionals/assistants is overwhelming in general. More proactive planning regarding inclusivity in task forces recommended. Irene A. Cepeda: While the Superintendent and his team do their best to communicate changes to the public and trustees, more can be done to help the public understand structural changes and what X change means to them. I would suggest making organizational charts more easily available for the community to find or a communication process for the community to know who to contact. Additionally, I would also suggest incorporating more grassroot communication experts to better identify ways to communicate messages in a manner that could be better understood by our communities. Formal evaluation of structural changes also seem lacking. Chris Garvey: Do not allow situations of crisis or outside pressure groups to influence adhering to agreed upon guardrails established for Superintendent authority and Board authority. Work with the Board to move forward to address areas needing immediate shift in policy, Memorandums of Agreement or significant budget adjustments rather than moving forward without Board approval even if action is something that would support the current strategic plan adopted by the Board. Deanna L. Wright: Continue to work on communication with all groups - giving background of issues, reasoning why this will benefit our students, staff, community as a whole. Linda E. Young: 1A: The following areas are suggestions for growth: (1) All new At-Will Contracts for the Deputy Superintendent and Chief Academic Officer Positions must be

submitted by the Superintendent to the School Board of Trustees for approval. These At-Will Positions must have all background information, local, state, and nationally certified educational licenses, and funding for each position be reviewed and approved by the CCSD Board of Trustees prior to these positions being filled. (2) While

we are in the middle of a health and social crisis, the Superintendent must communicate with all staff,

families, and communities, and view this crisis as an opportunity to be innovative and include outside

experts in discussion of how to emerge from these concerns by serving all students. This may mean that

the Superintendent must not turn away offers of help from the community. At the beginning of the COVID-19 crisis, educators and families were told that schools would not be closed. Abruptly schools were closed with no prior notice and no direction to staff after the Governors final directives. Therefore, teachers were unable to provide supplies and books to students and student belongings were left at schools. Also, teachers were provided with no resources training to support their shift to digital instruction. Many educators were left hanging, confused, and not knowing what to do. An emergency meeting of teacher, support staff, related service should have

quickly been convened with urgent suggestions to list out what could be done immediately to support

students and staff. The Department of Education asked for a virtual learning plan from the district and all

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districts submitted one except for CCSD. CCSD told the state, the district was unable to teach virtually because we were unprepared. Again, a quick meeting with talented teachers, related service staff, support staff

professionals, and the superintendents executive team to get out requested information to the state. When the ship is sinking, people need to know where to go to get their life jackets and how to salvage what aspects of their educational/classroom programs. Additionally, perhaps this could have been done for each

school. (3) CPD Curriculum Commissioner membership selections must reflect the criteria of equity,

diversity, and inclusion of staff and community for this and other district and school board committees. (3) The CCSD HR Recruitment Plan for teachers, support staff, and administrators should include

providing information to churches, African American, Hispanic American, Asian American, and Native

American Chambers of Commerce, other district educators, and local and national fraternities and

sororities. (4) Updated survey on the Superintendent’s structural changes of 100 plus schools in regional

superintendents’ areas. Many of these changes are not fully understood by staff and the Greater Clark County Communities. There has been limited to no documentation or follow up to determine if the superintendent’s organizational changes are working effectively after two years. Provide a survey on the effectiveness of this

reorganization plan. (5) AB 469 mandated a process for the selection of principals as does CCSD

Regulation 4111. The superintendent has appointed as principals, individuals who may not have even

applied for these principal positions. These principal selection processes have bypassed the SOT’s and without any accountability to the CCSD Board of Trustees. Follow AB 469 guidelines for this implementation

of principal selections. (6) Community organizations volunteered to support the district’s efforts by providing supplies to students during the COVID crisis and were largely told the district was not opened to working with outside groups. Include all groups and organizations within the COVID crisis. (7) The superintendent’s committee to determine re-opening of schools did not include anyone working in public health area during this crisis. This is part of a pattern of choosing the same community members and not being opened to broader community engagement. Be inclusive of all community and medical groups that meet the SNHD and CDC

guidelines.

B. Demonstrates operational decisions are based on sound reasoning

with a focus on student success and equity and addressed

appropriately.

Total Points 20

Individual Trustee Score

Lola A. Brooks - 17; Linda P. Cavazos - 12: Irene A. Cepeda - 13; Danielle Ford - 8; Chris Garvey - 13; Deana L. Wright - 13; and Linda E. Young - 9

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1 B 1 - Operational decisions prioritize equity and access for all students and maintain focus on student success.

(Individual Trustee Score: Lola A. Brooks - 4; Linda P. Cavazos - 3; Irene A. Cepeda - 2;

Danielle Ford - 3; Chris Garvey - 3; Deanna L. Wright - 3; and Linda E. Young - 2)

Submitted evidence: ● 1 B 1 _Middle School CCSD ● 1 B 1_Bus Wifi_DRAFT CCSD News Release ● 1 B 1_Student Equity and Access Commission Report ● 1 B 1_Universal Breakfast Announcement ● 1 B 1_Vegas PBS STEM Camp Summary

1 B 2 - The reasoning behind operational decisions is clearly articulated to Trustees and the broader community.

(Individual Trustee Score: Lola A. Brooks - 3; Linda P. Cavazos - 2; Irene A. Cepeda - 2;

Danielle Ford - 1; Chris Garvey - 3; Deanna L. Wright - 3; and Linda E. Young - 3)

Submitted evidence: ● 1 B 2_02.13.20 Ref. 3.01 MAP Winter ● 1 B 2_03.12.20 COVID-19 Preparedness, Planning, Mitigation, Response, and

Recovery ● 1 B 2_Changes to Hiring and Fingerprinting Regulations ● 1 B 2_Communication to Principals_School Closure_03.15.20

1 B 3 - An objective and transparent process for decision making is utilized when possible.

(Individual Trustee Score: Lola A. Brooks - 3; Linda P. Cavazos - 3; Irene A. Cepeda - 3;

Danielle Ford - 2; Chris Garvey - 3; Deanna L. Wright - 2; and Linda E. Young - 2)

Submitted evidence: ● 1 B 3_Leadership.Clark County School District Mail - Principal Pipeline-

Requested Participation ● 1 B 3_Leadership.Updated Aspiring School Leaders Academy ● 1 B 3_Leadership.Wallace.Early Win ● 1 B 3_T-Mobile Tablet Proposal_Cost Benefit ● 1 B 3_Transportation Tablet Follow Up

1 B 4 - Plans are strategically developed prior to implementation with foreseeable consequences proactively avoided.

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(Individual Trustee Score: Lola A. Brooks - 4, Linda P. Cavazos - 2; Irene A. Cepeda - 3;

Danielle Ford - 1; Chris Garvey - 2; Deanna L. Wright - 2; and Linda E. Young - 1)

Submitted evidence: ● 1 B 4_CCSD Organizational Reopening Plan_OSU_ ● 1 B 4_CCSD Recruitment Plan ● 1 B 4_HCM Communication and Training Timeline ● 1 B 4_Incident Action Plan 05.12.2020 ● 1 B 4_Target Recruitment Plan_Licensed 5 ● 1 B 4_TISS Organizational Reopening Plan

1 B 5 - When issues arise a clear plan of action is developed and clearly articulated to impacted staff and the broader community in a timely manner.

(Individual Trustee Score: Lola A. Brooks - 3; Linda P. Cavazos - 2; Irene A. Cepeda - 3;

Danielle Ford - 1; Chris Garvey - 2; Deanna L. Wright - 3; Linda E. Young - 1)

Submitted evidence: ● 1 B 5_4.24.20 ES Closing of School Checklist ● 1 B 5_Board Request 4.29.20_Translation Support Services ● 1 B 5_EOD.Distance Learning TLaC ALTA Teacher Communication ● 1 B 5_HCM Board Presentation Update 05.14.20 Ref. 5.02 ● 1 B 5_School Guidance for Individualized Education Programs and Section 504

Accommodation Plans ● 1 B 5_Science Distance Professional Learning

Total Points (Enter a rating of 1-4 for each indicator above; add them together to calculate the

total points.)

Suggestions for growth: Lola A. Brooks: Lack of preparation to address a global pandemic is unavoidable. I recognize that most urban districts struggled in the same manner as CCSD. I don’t believe having unrealistic expectations in this situation is beneficial. CCSD did the best they could during an extremely challenging situation. I also feel prioritizing the safety and health of our students, staff, and families was the correct course of action. One major challenge we weren’t able to overcome was conveying that priority in a manner that the public understood. A number of community members still equate the 4th quarter to distance learning versus crisis management. We have to be more proactive and direct in communicating such messages in the future. We also need to be better at coordinating with other entities and leveraging their network to spread our message to the broader community. Linda P. Cavazos: 1-B-2: Covid19 Preparedness not optimally implemented; communication to principals possibly could have been clearer and more consistent. 1-B-4: Clarify district communication to school

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leadership and employees in more logical sequencing, with more follow-up for understanding. Irene A. Cepeda: Unfortunately, cuts to education continue. I do believe the superintendent and his team is doing their best with limited resources. Equity gaps persist and I worry that cuts made to ELL and Special Education will not be made whole again. The pandemic has highlighted the multiple levels of inequities. Clearly, we need to do more and be more intentional about representation. I suggest more representation in committees/taskforces that better represent the fabric of our community. Chris Garvey; Continue to be able to identify and rank operational actions and decisions in order of importance and potential positive/negative impact to the system and stakeholders. Areas such as the implementation of the HCM system, where your personal expertise and that of staff is limited and impact is high, require developing a plan for third party evaluation of implementation to support expectation (1 B 4 ) . Continue to become aware of when an issue has developed to the level that requires immediate action so that a clear plan is developed in a more timely manner (1 B 5). Deanna L. Wright: Reaction time to issues (HCM) were not addressed publicly with enough ergency. Fixing issues behind the scenes is not always enough - must communicate constantly, loudly, and quickly. Linda E. Young: 1B: The following areas are suggestions for growth: (1) The Superintendent’s Executive Cabinet and district leadership as a whole are not representative of the demographics of the students and community we serve and is getting less diverse under his leadership. Of 14 cabinet members, three (including the superintendent) are Hispanic and one is Black. This means that in a district that is 75 percent diverse students, 71 percent of his cabinet are white. There must be a concerted effort to

attract, diversify, include, and promote diverse employees and candidates within the CCSD. There

must be strategies, goals, and objectives to diversify administrators, teachers, support staff, and

school police leadership as well. There were mostly outside candidates for major chief-level positions including Deputy Superintendent, Chief of Staff, Chief Operating Officer, Chief of Facilities, and Chief of Human Resources. Three of the Chiefs have already left. (2) English Language Learners (ELL) is the second lowest performing ESSA group after Special Education, IEP students. These ELL students were not included in the CPD Literacy Plan until January 2020. Because of pressure brought about by the Nevada Immigrant Coalition, this has been somewhat rectified. Additionally, staff in ELL Department was cut by 25%. The ELL Master Plan has just recently been updated and must reflect Focus 2024 update to the CCSD Board of Trustees. (3) Equity report just got started in January 2020. We must address the real issues confronting the district on equity which is the lowest groups in achievement are ELL gaps, IEP gaps, low achieving African American male students. (4) The Department of Education asked for a virtual learning plan from the district and all districts submitted one except for CCSD. Again, teachers and other

educational professionals must be called on to support district and state directives. We are all in this together! As the Army Corp of Engineers state: “The difficult we do immediately; the impossible takes a little more time.” Emergency are seldom planned. Although the CCSD was unable to teach virtually because we were unprepared is not an excuse. We must make a way out of no way. We can always

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modify or amend our plans. (5) All curriculum and grades were frozen in mid-March and teachers were only allowed to review third quarter concepts for the rest of the school year. The decision needed to review other alternatives and other options than to only hold back all students by disallowing new curriculum to be taught online because some students did not have access to the internet. Employ emergency meetings

to offer assistance to get access to the internet for students in poor neighborhoods. (6) The community was told that we had 120,000 families without computers; however, an assessment a month later revealed that thousands of additional computers in schools were located. An assessment of

computers should have been an emergency inventory for these devices. (7)There must be a

continuous updates on SB178, how we are improving performance of our lowest quartile students

even during this COVID-19 crisis. (8)The Blue Ribbon Commission must represent all aspects of the

greater Clark County Community for membership, e.g. parents, teachers, community leaders,

church leadership, not just business leaders. (9) The recent Council of Great City School’s Special Education report is pointing to potential liability in this area. The special education programs have

received funding cuts and do need to obtain additional state and federal funds to improve in this

area. (10) There are questions as to what were the successes and the areas for improvement with the Wi-Fi Buses? Also what are the plans to provide access to digital/internet connections and support for

communities of poverty where distance education is an acute problem? (11) Aspiring Leadership

Programs must be sensitive to cultural inclusion of diverse races and ethnicities that inspire

students to follow role models in the educational profession. There are still limited number of

African American Male Principals in comprehensive high, middle, and elementary schools. These

African American Male Principals are only assigned to Behavioral Schools, no comprehensive or

neighborhood elementary, middle, or secondary high schools. It presents the appearance of

discrimination and racism for African American Male Leadership in the CCSD. Where is the plan to

improve the dismal data in this area? There have been on-going concerns of systemic racism and long standing bias for equity, diversity, and inclusion for the African American Male inclusion in the CCSD for the past two or more years.

C. Ensures major financial issues are disclosed and addressed in a

timely manner with minimal contention.

Total Points 20

Individual Trustee Score

Lola A. Brooks - 20; Linda P. Cavazos - 18; Irene A. Cepeda - 14; Danielle Ford - 11; Chris Garvey - 17; Deanna L. Wright - 20; and Linda E. Young - 13

1 C 1 - Trustees are informed of potential liabilities and budget shortfalls as soon as issues are discovered.

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(Individual Trustee Score: Lola A. Brooks - 4; Linda P. Cavazos - 4; Irene A. Cepeda - 4;

Danielle Ford - 2; Chris Garvey - 4; Deanna L Wright - 4; and Linda E. Young - 3)

Submitted evidence: ● 1 C 1_FACES.Service Level Agreement (SLA) 2020-2021 ● 1 C 1_K-12 Library Services Anticipated Costs for 20-21_updated 5-12-20 ● 1 C 1_Support - Tentative Budget Summary ● 1 C 1_Trustee Updates of Liabilities and Shortfalls

1 C 2 - Financial issues likely to cause contention are communicated in a transparent, timely, and easy to understand manner while attempting to minimize such contention.

(Individual Trustee Score: Lola A. Brooks - 4; Linda P. Cavazos - 3; Irene A. Cepeda - 2;

Danielle Ford - 2; Chris Garvey - 2; Deanna L. Wright - 4; and Linda E. Young - 1)

Submitted evidence: ● 1 C 2 Check Pick Up Email ● 1 C 2 Employee Financial Assistance - Speaking Points 3-2-20 ● 1 C 2 Financial Assistance Request Form Revision 2 03.02.2020 ● 1 C 2 Promissory Note ● 1 C 2_Trustee Updates of Contentious Financial Issues

1 C 3 - Reallocation of resources likely to produce a noticeable impact to departments or schools are reported to Trustees prior to implementation through individual briefings and disclosure through the Superintendent communication portion of the earliest agenda.

(Individual Trustee Score: Lola A. Brooks - 4; Linda P. Cavazos - 3; Irene A. Cepeda - 2;

Danielle Ford - 2; Chris Garvey - 4; Deanna L. Wright - 4; and Linda E. Young - 3)

Submitted evidence: ● 1 C 3_ESEA MOA Sick Leave ● 1 C 3_ESEA MOA Week ● 1 C 3_Reallocation of Resources

1 C 4 - All financial or procedural audit findings are reported in an open meeting with an action plan developed to resolve any potential issues.

(Individual Trustee Score: Lola A. Brooks - 4; Linda P. Cavazos - 4; Irene A. Cepeda - 3;

Danielle Ford - 2; Chris Garvey - 3; Deanna L. Wright - 4; and Linda E. Young - 3)

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Submitted evidence: ● 1 C 4_Audit Findings ● 1 C 4_Support - Internal Control Review Findings and Management Action Plans ● 1 C 4_Support - Internal Control Review Findings Status Update

1 C 5 - Revenue and expense reports are reviewed with Trustees on at least a quarterly basis.

(Individual Trustee Score: Lola A. Brooks - 4, Linda P. Cavazos - 4, Irene A. Cepeda - 3;

Danielle Ford - 3; Chris Garvey - 4; Deanna L. Wright - 4; and Linda E. Young - 3)

Submitted evidence: ● 1 C 5_Revenue and Expense Reports ● 1 C 5_Support - Qualitative Budget Forecast Update

Total Points (Enter a rating of 1-4 for each indicator above; add them together to calculate the

total points.)

Suggestions for growth: Lola A. Brooks: We’ve made a lot of improvements in this area. I appreciate the effort and the outcome. Linda P. Cavazos: 1-C-3: Reallocation of resources broken down and rationale could be more fully explained, including historical context of needs. Irene A. Cepeda: There is still plenty of room for improvement in communicating budgets to the community and to CCSD. We still fail to effectively demonstrate the shortfalls and successes in managing funding in a manner that is consistent and reader-friendly. Chris Garvey: Always remember that even though the operational piece of the District functions as an overall level of efficiency, it is made up of individuals with real needs and expectations that have immediate and long lasting impact on the District as a whole. Continue to develop skills at identifying areas that will cause contention before issues rise to the level that individuals are flooding the board room and reaching out to the media. When issues arise, apply the “ If I were in their shoes how would this impact me and what would I expect from the Superintendent” theory ( 1 C 2 ). Follow through on Board requests not only needs to be communication of any findings, but also action to correct issues and then making sure that action plan is effective and all of those steps and outcomes are communicated to the Board. (evidence submitted 1 C 4 - Internal Control Review Findings Status Update). Deanna L. Wright: Over communication about money and budget is never a bad thing. Superintendent Jara and Mr. Goudie prioritize keeping the Board informed of all the financial pieces and moving parts of CCSD.

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Linda E. Young: 1-C The following areas are suggestions for growth: (1) District Staff and the

community do not feel that the CCSD is transparent with programs, data, and spending information.

There is the ongoing perception that staff is working around the system to hide things from the

public. This perception must be corrected. Provide as much transparency in all district financials

and program development. For example, during the COVID crisis the Superintendent and the Board President propose a resolution that would give the superintendent complete control over district contracts, including employee contracts. This was voted down by the other board members. Additionally, I’m concern that board members can only work off of the limited evaluation template that has been provided which is why I am submitting these extensive written responses. There is the complaint that must be corrected

that the superintendent has subcontracts with outside vendors who do not have an understanding

of the Nevada context, including a communications company that runs most of this messaging - yet

this company’s contract has not been brought to the CCSD Board of Trustees. This needs to be

investigated for accuracy of this allegation. (3) Although, this is currently being improved that there has been some mismanagement of the rollout of the multimillion Human Capital Management system supported by the Legislature. This resulted in employees not being paid, including some of our lowest-paid hourly employees in the district. Two main people were removed who were responsible for the implementation of the Human Management Capital system, without making any provisions for intellectual capital transfer. This created unnecessary chaos when new personnel were put in the HMC positions with no expertise in this area. There was the retirement of the Chief Technology Officer and no implementation of the system before being fully testing. This issue must be improved and fixed. (4) Different budget numbers were given to the Legislature throughout the last session, reducing the district’s credibility with legislators when advocating for additional funding. Make certain that budget numbers are consistent during legislative sessions or

clarifications when budget amounts are different from previous requests.

2. Effective Progress Monitoring and Reporting

Expectations

A. Consistently reports progress to the Board of Trustees following agreed upon standards.

Total Points 20

Individual Trustee Score

Lola A. Brooks - 20; Linda P. Cavazos - 16; Irene A. Cepeda - 14; Danielle Ford - 13; Chris Garvey - 14; Deanna L. Wright - 19; and Linda E. Young - 11

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2 A 1 - Adheres to agreed upon and formally-adopted annual strategic plan monitoring calendar.

(Individual Trustee Scores: Lola A. Brooks - 4; Linda P. Cavazos - 3, Irene A. Cepeda - 4;

Danielle Ford - 3; Chris Garvey - 3; Deanna L. Wright - 4; and Linda E. Young - 2)

Submitted evidence: ● 2 A 1 CPD.Improve Teacher Retention and Attendance.May 2020 ● 2 A 1 CPD.K-12 Literacy Plan.May 2020 ● 2 A 1 CPD.Student Engagement.May 2020 ● 2 A 1_FOCUS 2024 : Implementation Status Report ● 2 A 1_OSU_Strategic Update

2 A 2 - Ensures progress is reported publicly in a transparent manner.

(Individual Trustee Score: Lola A. Brooks - 4; Linda P. Cavazos - 4, Irene A. Cepeda - 2,

Danielle Ford - 2; Chris Garvey - 2; Deanna L. Wright - 3; Linda E. Young - 3)

Submitted evidence: ● 2 A 2_05.07.20 COVID-19 Update Ref. 5.01

2 A 3 - Ensures additional requests for information or follow up questions are answered appropriately and in a timely manner.

(Individual Trustee Score: Lola A. Brooks - 4; Linda P. Cavazos - 3; Irene A. Cepeda - 2;

Danielle Ford - 3; Chris Garvey - 2; Deanna L. Wright - 4; and Linda E. Young - 2)

Submitted evidence: ● 2 A 3 Literacy.CCSD School Libraries_updated 5-5-20 ● 2 A 3 Memo_CIA.AARSI.ELL_Board Response R-20.005 ● 2 A 3_Board Requests Sub Pay and Benefits ● 2 A 3_Chromebook Procurement Memo_4.17.20 ● 2 A 3_Trustee Briefing Follow-up 4.20.20_YMCA MOA ● 2 A 3_Trustee Briefing Follow-up 5.11.20_HCM ● 2 A 3_Trustee Briefing Tracking_Smartsheet ● 2 A 3_Trustee Requests_Smartsheet

2 A 4 - Ensures briefings are available upon request if Trustees have questions prior to board meetings.

(Individual Trustee Score: Lola A. Brooks - 4; Linda P. Cavazos - 4; Irene A. Cepeda - 4;

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Danielle Ford - 3; Chris Garvey - 4; Deanna L. Wright - 4, and Linda E. Young - 2)

Submitted evidence: ● 2 A 4_Board Request-58_3.10.20_Annual Report Charter School Performance ● 2 A 4_Board Request-80_4.22.20_Bidding Process Timeline Chromebooks ● 2 A 4_CLS Briefings ● 2 A 4_Trustee Briefing Follow-up 5.08.20_WiFi Busses

2 A 5 - Ensures appropriate backup materials are posted publicly within legally required deadlines.

(Individual Trustee Score: Lola A. Brooks - 4; Linda P. Cavazos - 2; Irene A. Cepeda - 2;

Danielle Ford - 2; Chris Garvey - 3; Deanna L. Wright - 4; and Linda E. Young - 2)

Submitted evidence: ● 2 A 5 ELLD Guidance and Support ● 2 A 5 School Guidance for Provisional Identification of English Language

Learners ● 2 A 5 Science Appointment of SEAC Members ● 2 A 5 Science SEAC AGENDA ● 2 A 5_Changes to Hiring and Fingerprinting Regulations

Total Points (Enter a rating of 1-4 for each indicator above; add them together to calculate the

total points.)

Suggestions for growth: Lola A. Brooks: This is also an area that we have made a lot of progress in. I appreciate everyone’s effort to stay organized and consistent. Linda P. Cavazos: Concerns with mandated implementation of SB178, including updates to the Board. Any changes to ELL Master Plan should be reflected clearly in Focus 2024. Any and all updates should be supported by the data relevant to that time period. Irene P. Cepeda: Reports and documents are provided, however, it is important that the information be publicly available and not just available to the trustees. I would like to see something in the future that would allow access for the public to see completed trustee requests. The Smartsheet system better organizes requests for information. Requests for information are usually completed in a timely manner. Occasionally the data in requests are too raw and is not user friendly. Chris Garvey: The Covid 19 pandemic is an unique situation that has had a significant impact on CCSD, however it is not the only information needed for meeting the expectation for Effective Progress Monitoring and Reporting that is to be reported in a publicly transparent way. Continue to hone skills at responding and adapting to crisis issues but that don’t allow yourself or staff to be separated from the main goals of the

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strategic plan. Communication of publicly reported progress tends to only be geared towards within the organization rather than to both the organization and the general public ( 2 A 2 ). Follow up to some requests for additional information has a tendency to become more of a compliance issue, rather than a real look at - what did the information tell us, and how does it align with the outcomes we want to achieve for our students or what is actually is required by the policy or NRS. Continue to think beyond just checking things off the list (2 A 3). Deanna L. Wright: Keep moving forward with the Board Briefings, Anserings Board Questions and Requests for Information that has kept the Board informed as we have moved through the Pandemic… and should continue as we move forward. Having Backup materials posted with the agenda is so important and must continue whenever possible and I am pleased with your effort in this area. Linda E. Young: 2A. The following areas are suggestions for growth: (1) K-12 Literacy and Language Development Department, Create K-12 Literacy Plan, Overview of Professional Learning Sessions. (2) Assistance with recruiting world language teachers that are needed to support the instructional needs of students in district schools. (3)The responsibility of completing the World Language programs within the Humanities Department have increased student access to the Nevada Seal of Biliteracy (NSOB) for students in Grade 12 for all 62 high schools have been reassigned to department staff, resulting in delays with other projects. (3) The Student Athletics and Activities Department needs additional staff in order to adequately support, coordinate, and facilitate the multiple athletics, events, and activities offered simultaneously and district-wide.(4) Continue to stabilize the new HCM, Payroll System, and increase national, state, and local partnerships with HR to expedite the CCSD hiring process. (5) Develop computer security incident response plan (CSIRP), technology governance, and process to enhance financial reporting and/or analytics. (6) Expansion of RTC partnership and alternative fuel bus fleet conversion plan.

3. Effective Communication

Expectations:

A. Communicates effectively with the Board of Trustees.

Total Points 12

Individual Trustee Score

Lola A. Brooks - 10; Linda P. Cavazos - 9; Irene A. Cepeda - 8; Danielle Ford - 6; Chris Garvey - 8; Deanna L. Wright - 9; and Linda E. Young - 7

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3 A 1 - Ensures legally sensitive information is reported to Trustees in a timely manner.

(Individual Trustee Score: Lola A. Brooks - 4; Linda P. Cavazos - 3; Irene A. Cepeda - 3;

Danielle Ford - 2; Chris Garvey - 3, Deanna L. Wright - 4; and Linda E. Young - 2)

Submitted evidence: ● 3 A 1 -CCSDPD Modified Staffing And PPE ● 3 A 1 Memorandum - Superintendent Evaluation_Litigation ● 3 A 1 MOA_Essential Work ● 3 A 1_Probationary Non Renewals ● 3 A 1_Surplus and RIF Documents

3 A 2 - Ensures information likely to cause contention, or a disruption in normal operating procedures, is proactively communicated to Trustees so they are informed enough to address concerns within the community.

(Individual Trustee Score: Lola A. Brooks - 2, Linda P. Cavazos - 2; Irene A. Cepeda - 2;

Danielle Ford -1; Chris Garvey - 2; Deanna L. Wright - 2; and Linda E. Young - 2)

Submitted evidence: ● 3 A 2 CCSD News Release - Superintendent Dr. Jara HCM statement CGR ● 3 A 2 Graduation ● 3 A 2 Graduation Postponement Video ● 3 A 2 HCM letter to ALL employees_FINAL_3_3_20 CGR ● 3 A 2 HCM Payroll ● 3 A 2 Phase I Reopening Plan Communication ● 3 A 2_CCASAPE Prof Learning Guide Implementation ● 3 A 2_Trustee Communication_Employee Concerns

3 A 3 - Responds to inquiries and information requests from Trustees within the agreed upon time frame and using the agreed upon method; adheres to the agreed upon Board of Trustees communication plan.

(Individual Trustee Score: Lola A. Brooks - 4, Linda P. Cavazos - 4; Irene A. Cepeda - 3;

Danielle Ford - 3; Chris Garvey - 3; Deanna L. Wright - 3; and Linda E. Young - 3)

Submitted evidence: ● 3 A 3 Communication Tracker CGR ● 3 A 3 HCM Board_Update.1_2020-03-12 ● 3 A 3 HCM Board_Update_2020-02-27 ● 3 A 3 School Gardens CGR ● 3 A 3_Trustee Briefing Tracking_Smartsheet ● 3 A 3_Trustee Requests_Smartsheet ● 3 A 3 Trustee Briefing Follow-up Questions_COVID-19_05.08.20

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Total Points (Enter a rating of 1-4 for each indicator above; add them together to calculate

the total points.)

Suggestions for growth: Lola A. Brooks: (note: we still do not have a formally agreed upon communication plan; the intent was for the Board to produce this prior to this evaluation) There were instances when dealing with COVID-19 where Trustees were not communicated with before significant events - even a five minute heads up would be helpful for them to be better prepared or to prevent them from feeling purposely excluded. Fortunately, we are addressing this by providing more frequent briefings; I would expect a significant improvement on the next evaluation. In the future, we should implement something similar as quickly as possible. It will also be helpful to have clear guidelines for expectations around communication so we’re all operating with a common understanding. Linda P. Cavazos: Communication on sensitive matters should optimally be shared with the entire Board as soon as possible, not just the president, so that the rest of the board is not caught unaware and uninformed when questioned by a constituent, employee, or a member of the media. Also, when employee concerns have been communicated to a Trustee, and the trustee has informed the superintendent, it would be helpful to receive an update when the issue is resolved. This does not always happen, unless a comcate case has been opened. Irene P. Cepeda: The Superintendent continues to work to better communicate with the board. I see improvements, however, there are still occasions where I find out information from other sources versus hearing from the superintendent or a team member first. Chris Garvey: Continue to develop communication that is clear and in a style that will be understandable to someone not familiar with the educational system. If the answers are not known in response to a contentious disruption, have a plan of action that will map out what, when and how the answers will be acquired and brought back that allows the Trustees to communicate to the community (3 A 2 ). If an action plan is delegated to staff or principals there needs to be an effective way that communication to the Trustees still occurs and has consistent application across all districts and schools. Deanna L. Wright: Communication must get better. Linda E. Young: 3A. The following areas are suggestions for growth: (1) Improve the communication process for implementation of the CCASAPE Guide to Professional Learning Hours Learning Guide. (2) Reopening School Plan Communication provided to as many partners as possible, including churches and various community organizations. (3) For the last eight years, the community has been promised that schools could choose their own staff and identify what resources they needed for their students to succeed. Under the current district structure, this has the appearance that it is more centralized than ever. Do not violate the AB469 Reorganization Bill, including provisions allowing principals to choose their own vendors and which staff works at their campuses. Do not override the choice of vendors that principals make because the

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superintendent doesn’t personally like the vendors. The superintendent must not have the perception that he is involved with choosing vendors aligned with Council for Great City Schools and Chiefs for Change instead of listening to principals about their academic and student needs and academic choices.

B. Communicates effectively with the broader community.

Total Points 12

Individual Trustee Score

Lola A. Brooks - 7; Linda P. Cavazos - 7; Irene A. Cepeda - 6; Danielle Ford - 4; Chris Garvey - 6; Deanna L. Wright - 7; and Linda E. Young - 6

3 B 1 - Ensures multiple communication strategies are utilized to ensure messaging permeates throughout the District and into the broader community; being mindful to include strategies to reach community members of all backgrounds. (SE 2.1)

(Individual Trustee Score: Lola A. Brooks - 3; Linda P Cavazos - 3; Irene A. Cepeda - 2;

Danielle Ford - 2; Chris Garvey - 2; Deanna L. Wright - 2; and Linda E. Young - 2)

Submitted evidence: ● 3 B 1 Bus Mobile Internet CGR ● 3 B 1 CCSD Pocket Guide CGR ● 3 B 1 Community Newsletters CGR ● 3 B 1 DWS 2020 Results Overall ● 3 B 1 Learning Line Video CGR ● 3 B 1 Student Services Division Special Education Resources ● 3 B 1_Elementary May Family Resources for Elementary Students - English ● 3 B 1_Elementary May Family Resources for Elementary Students Spanish ● 3 B 1_MS May 2020 Calendar English ● 3 B 1_MS May 2020 Calendar Spanish ● 3 B 1 Cox Communications Partnership ● 3 B 1 CCSD In the News ● 3 B 1 Dr. Jara_Social Media Posts ● 3 B 1 Clark County School District Mail - Fwd_ Media Snapshot - April 2020 ● 3 B 1 Clark County School District Mail - Fwd_ CCSD in the News 4-3-20 ● 3 B 1 Clark County School District Mail - Fwd_ CCSD in the News 4-22-20 ● 3 B 1 Clark County School District Mail - Fwd_ CCSD Media Report 5-15-20 ● 3 B 1 Clark County School District Mail - Fwd_ CCSD in the News 5-20-20

3 B 2 - Ensures information likely to cause contention, or a disruption in normal operating procedures, is proactively and clearly communicated to the

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broader community in an effort to minimize needless confusion.

(Individual Trustee Score: Lola A. Brooks - 2; Linda P. Cavazos - 2, Irene A. Cepeda - 2;

Danielle Ford - 1; Chris Garvey - 2, Deanna L. Wright - 3; and Linda E. Young - 2)

Submitted evidence: ● 3 B 2 Employee Arrest CGR ● 3 B 2_GoGuardian Principal Communication May 5, 2020 ● 3 B 2_USS GoGuardian Filtering Application ● 3 B 2_Principal Communication_Zoom_April 2, 2020

3 B 3 - Ensures that District and school communities, focus groups, and advisory boards are a reflection of families and the community. (SE 2.1)

(Individual Trustee Score: Lola A. Brooks - 2, Linda P. Cavazos - 2; Irene A. Cepeda - 2;

Danielle Ford - 1; Chris Garvey - 2; Deanna L. Wright - 2; and Linda E. Young - 2)

Submitted evidence: ● 3 B 3 01.16.20 BOC Agenda ● 3 B 3 CPD.CurriculumCommission.April 2020 ● 3 B 3 ELL Advisory Committee ● 3 B 3 Math Textbook Parent Volunteer Req 04_20. Form ● 3 B 3 Science SEAC AGENDA

Total Points (Enter a rating of 1-4 for each indicator above; add them together to calculate

the total points.)

Suggestions for growth: Lola A. Brooks: I feel the District does a great job producing messaging in different formats. Unfortunately, there is no consistency in what is communication and which platforms are utilized. This is why I think it’s important that a real communication plan is developed so we are all operating with the same agreed upon expectations. I appreciate that Dr. Jara is trying to be inclusive by engaging committees and workgroups. I don’t feel the purpose of the groups have been explained well enough. I view them as a starting point to collect information from the broader community, not as focus groups who are identifying the problem directly. Some people do not view the group as people tasked with objectively looking at collected data while minimizing confirmation bias. It would help to explain this difference. It would probably be more beneficial to also identify a process in which additional people can participate after being selected in a transparent, fair, and balanced application process. I would also recommend creating a consistent structure to ensure each group consists of the same type of representation but not the same individuals. I understand that group dynamics are important and switching members frequently would produce incongruent results, so I would recommend selecting the same people to serve for a single academic

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year. I would also establish guidelines to prevent each new group from redoing the same tasks over and over again. The key is to build off of previous work versus revisiting it in a circular manner. *These suggestions are optional. I would never micromanage an employee by suggesting that only my ideas have value or judge them harshly if they produce positive outcomes while ignoring my advice. If Dr. Jara finds another way to produce the same outcome, he has the freedom to do so. I’m simply making these suggestions after observing some of the issues he’s experiencing.* Linda P. Cavazos: Mode of communication needs to be better aligned with the type of message, and its intended audience. Focus groups and committees would be well served by drawing from a larger pool of interested parties, and perhaps utilizing a specific application process, instead of Cabinet members appointing the same cohort of people to various groups. Attention to conflictual issues such as restorative justice practices in schools need to be communicated with an understanding of the applicable laws provided district wide consistently. Irene A. Cepeda: There is still a lack of representation on committees/commissions/taskforces. Again, I would like to see more diversity and more grassroot organizers in these groups. Emails and social media are effective communication methods, however, I believe there are other means to effectively communicate with staff and the community. Chris Garvey: Continue to explore different communication strategies that allows for communication and messaging to reach the broader community. Recent teleconference town halls are a good example of an effective strategy. Build on this model to make sure community members of all backgrounds are aware of the forum and can participate ( 3 B 1 ). Continue to work on structuring messaging in a format that is clear and understandable to not only the community at large but also to staff ( 3 B 3 ). When putting together focus groups etc., after the initial list is constructed, be mindful of who is not at the table and evaluate if adjustments need to be made. Have a wider understanding of what talent and individuals with expertise are out there to tap into for specific missions ( 3 B 3 ). Deanna L. Wright: We can and should be doing much better at communicating with our staff, students, and parents. We do not utilize Social Media enough - we do not tap into the resources of Trustees to help spread the message we want put out. (example - Trustee email lists - Trustee Facebook Pages/ Twitter Accounts or other social media accounts and communication tools). Messaging is too complex - not clear and concise, too much information overwhelms parents and then they tune out. We do not coordinate with school sites on messaging. This has been a problem for the 11+ years I have been on the board….but I have confidence that Superintendent Jara has made this a priority and will make improvements in this area by this time next year. Linda E. Young: 3B. The following areas are suggestions for growth: (1) School staff feel that the Clark County School District is not transparent and open to how it operates: year 2018, 41.25%; year 2019, 47.68%; year 2020, 44.73%. Include open information about district operations for school staff. (2) Parents feel that the Clark County School District is not transparent and open about how it operates: year 2018, 71.02%; year 2019, 73.90%; year 2020, 74.79%. Include open and transparent

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information to parents and communities. (3) Many of the District staff sees an over- inclusion of the business community on district committees who have limited knowledge of education and the educational history of the CCSD. These CCSD District Committees must not create the appearance that they exclude nonunion teachers, low income parents, communities of color, and groups or organization that do not have a lot of power or influence. (4) Also, FOIA requests must be filled within the period required by law and not allow the routine requests to take up to four months. (5) There must be increased opportunities by the superintendent to collaborate with the local, state, and national political leadership on at least a quarterly basis. (6) Reduce community and district concerns that the superintendent has not implemented AB168 and SB89, mandated by the state to improve equity around disproportionality of discipline and restorative justice. (6)There was initial confusion for staff and community for the COVID-19 crisis. Continue to improve information to CCSD staff and community regarding the Governor’s direction with COVID-19. Initially, insisting that schools will remain opened in March 2020, created staff and community upheaval for families and educators. This has improved over the last couple of months. Continue to study the important strategies for distance learning for students. The District was not prepared for distance learning and is still working to improve the educational training and to provide professional support to staff that will increase student academic development while in the COVID-19 pandemic.

C. Communicates effectively with internal staff.

Total Points 12

Individual Trustee Score

Lola A. Brooks - 9; Linda P. Cavazos - 9; Irene A. Cepeda - 6; Danielle Ford - 5; Chris Garvey - 6; Deanna L. Wright - 6; and Linda E. Young - 6

3 C 1 - Ensures multiple communication strategies are utilized to ensure messaging permeates throughout the District, while also considering the sensitivity of messaging related to job displacement.

(Individual Trustee Score: Lola A. Brooks - 4; Linda P. Cavazos - 4; Irene A. Cepeda - 2;

Danielle Ford - 2; Chris Garvey - 2; Deanna L. Wright - 2; Linda E. Young - 2)

Submitted evidence: ● 3 C 1 Read by Grade 3 Qualified Candidate Selection Pool Process ● 3 C 1 Teacher Appreciation Week Videos CGR ● 3 C 1_PGS and NEPF Implementation and Surplus and RIF Documents ● 3 C 1_Targeted Payroll Message Using Google Mail Lists ● 3 C 1_Vegas PBS Programming

3 C 2 - Ensures information likely to cause contention, or a disruption in

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normal operating procedures, is proactively and clearly communicated to internal staff in an effort to minimize needless confusion.

(Individual Trustee Score: Lola A. Brooks - 4; Linda P. Cavazos - 2; Irene A. Cepeda - 2;

Danielle Ford - 2, Chris Garvey - 2, Deanna L. Wright - 2; and Linda E. Young - 2)

Submitted evidence: ● 3 C 2 ESEA extra pay CGR ● 3 C 2 HCM impact CGR ● 3 C 2 Licensed Sick Time CGR ● 3 C 2_Families First Coronavirus Response Act Memo

3 C 3 - Ensures an internal communication process, which includes multiple communication methods, is developed and consistently adhered to.

(Individual Trustee Scores: Lola A. Brooks - 1; Linda P. Cavazos - 3; Irene A. Cepeda - 2;

Danielle Ford - 1; Chris Garvey - 2; Deanna L. Wright - 2; and Linda E. Young - 2)

Submitted evidence: ● 3 C 3 Life Connection Employee CGR ● 3 C 3 Literacy.2020-2021 RBG3 LS Position MOA ● 3 C 3_Principal Communication April 3, 2020 ● 3 C 3_Principal Communication April 7, 2020 ● 3 C 3_Principal Communication March 31, 2020 ● 3 C 3_Principal Communication May 7, 2020 ● 3 C 3_Virtual Principals' Meeting Agendas-Region 2 ● 3 C 3_Memorandum_Reimbursement for Non-Refunded Vendor Payments

Total Points (Enter a rating of 1-4 for each indicator above; add them together to calculate

the total points.)

Suggestions for growth: Lola A. Brooks: I’m not sure we have a consistent process for internal communication. Again, this is a huge benefit of a complete communication plan with clearly defined expectations. Linda P. Cavazos: More monitoring of staff who are responsible for actual content of messaging; provide assistance and coaching if needed. Invest in a “multiple eyes” approach to review messages for appropriateness for audience, most effective mode of communication, and timing of the message. Irene A. Cepeda: There have been occasions where trustee presentations lacked sensitivity to the subject in discussion. Additionally, there was still confusion within the district community regarding updates. Internal communication processes should be made more reader-friendly, and if no updates are available - that information should be conveyed along with possible timeframe for answer. Chris Garvey: Continue to work to find effective communication strategies to reach different staffing

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groups in ways that resonate with them. Also, look at how messaging is worded so that not only the most experienced staff but also new or developing staff understand what is being communicated and what expectations are. Deanna L. Wright: Communication with internal staff must get better. We must communicate directly with all of our employees. They need to know from us what is happening and WHY. When we directly communicate with our employees then there is no room for editing but others or misinterpretation. This is a very important piece to improve and grow immediately. Linda E. Young: 3C. The following areas are suggestions for growth: (1) I feel that the

Superintendent has some challenges in communicating effectively with internal CCSD staff. There

is a low morale and the culture of silence and fear of reprisal for speaking up or questioning

educational directions or strategies in the district, schools or classrooms. There is still instability

of leadership at the Superintendent’s Cabinet level. The superintendent’s previous Chief of Staff resigned while only being in the CCSD a little over a year and the Deputy Superintendent left under two years. The barometer or the health of an organization is the stability of the leadership team. Staff turn overs and resignation of administrators, teachers, support staff professionals and others in the CCSD creates a work environment of instability and uncertainty and are at an all-time high. The superintendent

must create an atmosphere that the positive health of the district is dominated by collegiality,

trust, and confidence in the leadership from the school board, the superintendent, executive team,

and the school leadership team. (2) COVID 19 closures have shown that equity and access must

include commitment to closing the gap of the digital divide and uneven communication with

parents and the community. Close to 80,000 children were not contacted during COVID, most from our poor schools, because there is lack of equity in efforts in communicating and involvement of parents. There are strategies to improve efforts in this area. (3)Vegas PBS has made significant support for K-12 instruction during the Coronavirus COVIS-19. (3) Do not create a culture of intimidation or fear and

not listen or work with anyone who doesn’t agree with you. Those who disagree must not be cut

out of the district. This includes vendors and other community leaders who write reports that do

not align with the politically correct CCSD narrative. Members of the community must not be told

not to talk to the school board members and only to go through the superintendent.

Communication is circular and it includes everyone. Open up communication at all levels and

reduce the fear of reprisal if staff provides their opinions and concerns.

4. Effective Collaborative Leadership

Expectations:

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A. Models community inclusion.

Total Points 20

Individual Trustee Score

Lola A. Brooks - 12; Linda P. Cavazos - 10; Irene A. Cepeda - 8; Danielle Ford - 6; Chris Garvey - 10; Deanna L. Wright - 9; and Linda E. Young - 6

4 A 1 - Makes a genuine effort to include the broader community, including students and parents, in formal and informal conversations centered around education.

(Individual Trustee Score: Lola A. Brooks - 4, Linda P. Cavazos - 4; Irene A Cepeda - 3;

Danielle Ford - 2; Chris Garvey - 4; Deanna L. Wright - 3; and Linda E. Young - 2)

Submitted evidence: ● 4 A 1 01.16.20 AZAC Agenda ● 4 A 1 DZG-96102_STAFF RECOMMENDATION_ES-McCaw-Taylor ● 4 A 1 Graduation Update Videos CGR ● 4 A 1 Message to Class of 2020 Video CGR ● 4 A 1 Town Hall Announcements CGR ● 4 A 1_1 - Parent_Community Meeting Agenda December 17 2019 ● 4 A 1_2 - Superintendent Student Advisory Committee ● 4 A 1_4 - Parent_Community Questions ● 4 A 1_4 - Supt Jara’s Parent Community Advisory Committee_List of

Members_04.22.20

4 A 2 - Fosters a collaborative relationship with external entities for the purpose of increasing educational outcomes in the region.

(Individual Trustee Score: Lola A Brooks - 4; Linda P. Cavazos - 4; Irene A. Cepeda - 2;

Danielle Ford - 2; Chris Garvey - 4; Deanna L. Wright - 3; and Linda E. Young - 2)

Submitted evidence: ● 4 A 2 Council of Great City Schools Letter CGR ● 4 A 2 K-12 Education Town Hall Flyer CGR ● 4 A 2 Letter to Federal Delegation CGR ● 4 A 2 Network of Support for CCSD Employees CGR ● 4 A 2 Virtual Conversation with State Leadership CGR ● 4 A 2_07.18.19 Minutes - Equity and Access Commission ● 4 A 2_College-University_CCSD Consortium ● 4 A 2_List of Members_Superintendent's Student Equity and Access Advisory

Committee ● 4 A 2_Nurse Response COVID-19

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4 A 3 - Creates opportunities to collaboratively engage with the community, in conjunction with the Board of Trustees, to move education forward in the community.

(Individual Trustee Score: Lola A. Brooks - 4, Linda P. Cavazos - 2; Irene A. Cepeda - 3;

Danielle Ford - 2; Chris Garvey - 2; Deanna L. Wright - 3; and Linda E. Young - 2)

Submitted evidence: ● 4 A 3 FACES.Super Saturday Flyer Sample ● 4 A 3 FACES.University of Family Learning (UFL) 2019-2020 Secondary

Course Catalog ● 4 A 3 Java with Jara Videos CGR ● 4 A 3 Java with Jara Web Questions CGR ● 4 A 3_Clark County School District Mail - Join CCSD for a Community Town

Hall Teleconference

Total Points (Enter a rating of 1-4 for each indicator above; add them together to calculate

the total points.)

Suggestions for growth: Lola A. Brooks: I appreciate the effort. I know Dr. Jara is trying to be inclusive. It’s difficult to be inclusive and also make everyone happy. I imagine this is why previous Superintendents didn’t operate in such a transparent manner. I think the tele town halls allowed Trustees to participate in communicating with the community during a difficult time. Since the District had never done this previously, we adapted the best we could. Now that we have a solid understanding of how they work, we could use a different process for including Trustees in the future. I also appreciate the fact that Dr. Jara always selects two Trustees for Superintendent committees even though he is not required to do so. I believe former Superintendents limited participation to one Trustee. Some room for growth would be similar to the comments in 3B; I did not want to list them twice. Linda P. Cavazos: Try to include the Board more in community activities/events in their districts. Irene A. Cepeda: Relationships with the business sector, NSHE, and CGCS are important. It is also important to foster relationships with other local entities. Chris Garvey: The teleconference-townhall with the Superintendent and a Trustee is an example of an opportunity to engage the community in a collaborative manner between the Superintendent in the Board. Work at a strategy to move this type of venue into a style that has a goal of moving education forward in the community rather than just an answer and question session. ( 4 A 3). Deanna L. Wright: A concerned effort to make sure that parents and staff know that all these groups exist and meeting regularly should be made. Again Social Media would be a good way to communicate

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with a broader community on all the groups that meet on a regular basis. Linda E. Young: 4A. The following areas are suggestions for growth: (1) When planning any town hall meeting for staff or community, please use multiple forms of communications, i.e. group email, printed flyers that administrators can post in their work locations or on their website, and group text messages, parent link and community link. Communicate in multiple languages (students come to the CCSD from 158 countries and speak 72 different languages) and provide links and connections for the hearing and visually impaired communities. (2) Parent/Community Advisory Committee, on December 17, 2019, Sahara Office, 4:00 pm to 5:30 pm to make sure that these meetings are reflective of the inclusiveness of all trustees districts and diverse races and cultures from neighborhoods and communities. Model through all forms of media and leaders the elimination of systemic racism, discrimination and intolerance on the School Board and in all CCSD Divisions, Departments, and Schools.

B. Promotes a collaborative organizational culture.

Total Points 20

Individual Trustee Score

Lola A. Brooks - 12; Linda P. Cavazos - 10; Irene A. Cepeda - 8; Danielle Ford - 4; Chris Garvey - 10; Deanna L. Wright - 8; and Linda E. Young - 5

4 B 1 - Fosters a culture that allows healthy dialogue with constructive criticism without the fear of marginalization or negative consequences.

(Individual Trustee Score: Lola A. Brooks - 4; Linda P. Cavazos - 3; Irene A. Cepeda - 3;

Danielle Ford - 1; Chris Garvey - 3; Deanna L. Wright - 2; and Linda E. Young - 2)

Submitted evidence: ● 4 B 1_Principal Budget Roundtable Participants ● 4 B 1_Principal Meeting Roundtables FY20 ● 4 B 1_SIS Governance 1-13-20

4 B 2 - Demonstrates an openness to new ideas and a willingness to allow others to lead when appropriate.

(Individual Trustee Score: Lola A. Brooks - 4; Linda P. Cavazos - 3; Irene A. Cepeda - 3;

Danielle Ford - 1; Chris Garvey - 4; Deanna L. Wright – 3; and Linda E. Young - 2)

Submitted evidence: ● 4 B 2_Interim Finance Committee 04-30-20 Agenda

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● 4 B 2_Licensed Surplus Staffing Timeline ● 4 B 2_Reopening Work Group Meeting 1 ● 4 B 2_Taleo Workflow Change

4 B 3 - Uses information gleaned from formal and informal conversations to create positive organizational changes.

(Individual Trustee Score: Lola A. Brooks - 4, Linda P. Cavazos - 4; Irene A. Cepeda - 2;

Danielle Ford - 2; Chris Garvey - 3, Deanna L. Wright - 3; and Linda E. Young - 1)

Submitted evidence: ● 4 B 3_Input and Data Sub Teacher Pay ● 4 B 3_Student Equity and Access Commission Report ● 4 B 3_DRAFT Minutes Parent and Community Advisory Committee 02.25.20

Total Points (Enter a rating of 1-4 for each indicator above; add them together to calculate

the total points.)

Suggestions for growth: Lola A. Brooks: It is hard for me to objectively judge some of these items. I feel Dr. Jara has been open to discussing and addressing many very difficult items. Many of these items have not been addressed for decades. He’s been willing to have honest conversations about where the District is and the difficulty that lies ahead in the work we need to accomplish. I’ve personally seen him take suggestions and implement them or change his leadership practices. I think it’s equally important that we are all strategic with our time and energy and all accept the fact that not all ideas can be implemented at one time. Some ideas should be dismissed if they are found to have no benefit other than placating others. In the past, the District said yes to many ideas and practices that we still have yet to question. Every minute we spend focusing on something with no real benefit, we are prevented from using that minute on something that would provide a benefit. Linda P. Cavazos: Delegate effectively, with regular updates, for more timely reports at Board meetings. Focus on equity and access for all students. Irene A. Cepeda: Clear attempts to foster a positive organizational culture are visible. I believe the good is lost in the follow through. I think it is important that if for some reason we are not able to implement a suggestion, we should be honest and say that and provide reasoning. Deanna L. Wright: We have a large number of employees who would be willing to offer ideas and feedback - with a spirit of collaboration and problem solving. The need to get a more diverse group of employees involved in roundtables, committees, working groups and informal discussions is a goal I hope is embraced from here forward Linda E. Young: 4B. The following areas are suggestions for growth: (1) Continue to acknowledge

Reference 3.01 (A) Page 27 of 29

CCSD Board of Trustees - Superintendent Evaluation Rubric

Rev 2/24/20 LB

the leadership and professional skills of CCSD Nurses, School Psychologists, School Counselors, and other related service professional and Support Staff Professionals for their work and assistance in the Clark County community during this unprecedented time of COVID-19. (2) In promoting a collaborative organization culture such as SIS Governance Committee on January 13, 2020, 10:00 AM, there was no location, minutes, or members on this committee to demonstrate the support or involvement of this organizational. (3) CCSD through the leadership of the superintendent

must focus on collaborative organizational culture that includes Hispanic, Native American, Asian

American, African American, and European American and eliminate the perception of systemic

racism that locks out equity, diversity, and inclusion for all cultural groups. (4) Eliminate the

concerns and perceptions that the superintendent is creating a culture of fear and intimidation

and will not listen or work with anyone who doesn’t agree with him. Encourage others to talk to

whomever that they feel comfortable within the CCSD including trustees, principals, teachers,

support staff, etc., and then make certain that the communication link is completed and circles

back to the intended department or person. When information or concerns are presented to the

Superintendent or the Executive Team from trustees, please get back to the trustee with the

outcome, update, or resolution from you or staff.

Reference 3.01 (A) Page 28 of 29

CCSD Board of Trustees - Superintendent Evaluation Rubric

Rev 2/24/20 LB

Formative Evaluation Indicators Rubric

Indicator Points Earned

Points Possible

1A. Ensure Trustees are informed of any major changes to the organization’s structure prior to implementation and that such changes are based on sound fiscal reasoning with a focus on operational efficiency and student success.

20

1B. Demonstrates operational decisions are based on sound reasoning with a focus on student success and equity and addressed appropriately.

20

1C. Ensures major financial issues are disclosed and addressed in a timely manner with minimal contention.

20

2A. Consistently reports progress to the Board of Trustees following agreed upon standards.

20

3A. Communicates effectively with the Board of Trustees. 12

3B. Communicates effectively with the broader community. 12

3C. Communicates effectively with internal staff. 12

4A. Models community inclusion. 12

4B. Promotes a collaborative organizational culture. 12

Total Points 140

/ 140

Total Points Earned

Total Points Possible

Rating Average

Overall Rating Classification

4 Highly Effective

3 Effective

2 Minimally Effective

1 Not Effective

Reference 3.01 (A) Page 29 of 29