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In collaborative inquiry, teachers work together to identify common challenges, analyze relevant data, and apply instructional approaches. The idea behind the collaborative process is that teachers make better use of data when they work together, by creating the conditions for collaboration challenging. We had to change our thinking, practice, and school culture.

Describe specific programs in place to ensure that families are involved in the success of your school and students.

Our Prime-6 Title I Parent Center provides resources and support for our families. The center provides GED classes, ELL services, nutrition education, homework assistance, Rosetta Stone tutoring, resources and materials. Our Parent Center connects our parents to community services.

Describe the most successful activity your school has initiated to strengthen the ties to your community.

We have established community partnerships with local businesses to provide goods and services to families: Nevada Women’s Philanthropy, Caesars Entertainment, Las Vegas Review-Journal, and 100 Black Men.

Describe your philosophy of school change or improvement.

School leadership functions are the shared responsibility of teachers, staff, parents, community and business partners, and students. Everyone is accountable for the academic success of students. Staff has developed a clear and strong educational vision that all students can succeed academically. Leadership guides and supports the instructional decisions of staff. Our school is committed to excellence and sets high goals for our students. Instruction is driven by data and addresses the diverse needs of our students. Professional development is a priority.

What are your school’s top two goals for the next year?

Goal 1. Decrease the percentage of non-proficient students school-wide.
Goal 2. Increase the percentage of proficient students school-wide.

What is the single most important factor in the success of your school that others could replicate?

The Collaborative Inquiry Process was the system we credit with our student academic success. We built a comprehensive approach to supporting teachers learning to examine and understand student achievement data. In collaborative inquiry, teachers worked together to identify common challenges, analyze relevant data, and apply instructional approaches. The idea behind the collaborative process was that teachers could make better use of data when they worked together, by creating the conditions for collaboration challenging. We had to change our thinking, practice, and school culture.

Describe the program or initiative that has had the greatest positive effect on student achievement.

1. Professional Practice Institute: Staff has been involved in professional development on a variety of subjects, including but not limited to: writing across the content areas, curriculum mapping, data driven instruction, and technology in the classroom.

2. Our 21st Century Community Learning Center provides after-school tutoring. Students are involved in academic and enrichment activities outside the regular school day.

Explain how Title I funds have supported your improvement efforts.

Title I funds provided for a class-size reduction teacher and an instructional aide. These two positions insured a smaller teacher-student ratio allowing our staff to spend more time with individual students and to provide small group differentiated instruction. Funds were used to provide our staff with quality professional development and to allow them to participate in professional learning communities. Parent involvement was supported by providing resources for use at home.

Identify the professional development activities you use to improve the teaching portion of the teaching and learning process.

Professional Development Opportunities included, but are not limited to: Collaborative Inquiry, data driven and differentiated instruction, Highly Qualified Sheltered Instruction, technology in the classroom, reading across the curriulum (specifically in science and social studies), learning stations, Common Core State Standards, professional learning communities, and structure teacher planning time.

Describe how data is used to improve student achievement and inform decision making.

Data drives all of our instruction. Three times a year we use AIMSweb benchmark assessments to monitor student progress in reading fluency and computational fluency. Students receiving Tier II and Tier III Response to Instruction support are progress monitored weekly using AIMSweb. Classroom teachers assess students weekly in the content areas. Assessment data is reviewd by tearchers to identify standards mastered and standards not met. Lessons are planned to address student needs.

Describe your school culture and explain changes you’ve taken to improve it.

Wendell P. Williams Empowerment School is a community working together to provide a positive educational environment. We believe in shared leadership and academic accountability for all stakeholders: students, parents, licensed and support staff. The Empowerment Model allowed all stakeholders to become involved in our academic, social and behavioral goals.

• Category 2

  Selected in 2012

• Grades: pre k - 5
  School Setting: urban
  Town Population: 589
  Student Enrollment: 362
  Student Demographics:
  

  Black/African American: 69%
  White/Caucasian: 3%
  Hispanic: 22%
  Hawaiian/Pacific Islander: 1%
  Asian: 1%
  Native American: 0%
  Other: 4%
  

  Teacher/Student Ratio: 1:24
  % Reduced Lunch: 87.6%
  % ELL Learners: 15.2%
  Founded: 2002
• PRINCIPAL:
  Brenda Mckinney
• CONTACT:
  1030 J Street
  Las Vegas, NV 89106
  702-799-4760
  bmckinney@interact.ccsd.net