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During these events, parents are provided training in the use of technology and online supports for helping their students be successful in school. All parents are invited to attend monthly PAC (Parent Advisory Committee) meetings held both in the morning and the evening to ensure that two-way communication is occurring.

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

We host quarterly Family Nights and invite students and their families to come to the school to participate in fun activities that increase academic skills in math, reading, science, geography, and history. During these events, parents are provided training in the use of technology and online supports for helping their students be successful in school. All parents are invited to attend monthly PAC (Parent Advisory Committee) meetings held both in the morning and the evening to ensure that two-way communication is occurring.

Describe your philosophy of school change or improvement.

School change or improvement needs to be a collaborative effort between administrators, teachers, students, and parents. Trust and relationship-building must occur before any real change can occur. Data and research must support the need for change, as well as support the processes, methods, strategies, or programs that are selected for implementation. Proper training and support must be available for teachers and staff, and progress must be monitored, recognized, and celebrated.

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

1. Reduce the overall achievement gap percentage points between highest performing and ethnic/racial subgroups in reading and math.
2. Increase the percentage of school-based personnel trained in cultural competency.

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

I recommend replication of our spring retreats with teacher leaders and administrators collaborating to examine student achievement data and school systems, policies, and procedures. Everything in our school is potentially on the table for discussion, such as grading policies, discipline procedures, school wide incentive programs, new electives or academic courses, etc. The teacher leaders discuss potential topics within their departments and send the items to me for the agenda. Administrators also suggest items to be discussed. One full day of data analysis, collaborative discussion and planning is held, and then the teacher leaders meet with their departments to gather feedback on items that were discussed for change. A week or two later, the second day of discussion and collaborative planning is held and decisions are made for the next school year. Teachers have amazing ideas for improving student achievement. I appreciate and support their professionalism and areas of expertise.

Describe the program or initiative that has had the greatest positive effect on student achievement, including closing achievement or opportunity gaps, if applicable.

Students who are not achieving academic success at their grade level in math and/or reading are enrolled in a fundamental support class to help them catch up. Their progress is monitored closely on a weekly basis, they are provided with one-on-one assistance, and they are mentored to improve attendance and behavior when needed. These students are also specifically invited to enroll in our “Homework Club” which is available four days per week for 90 minutes after school for all students, and our evening tutoring program, which is available for all students two evenings per week from 5:30 p.m. – 7:30 p.m. By remaining after school and/or returning in the evening, students also have access to computers and the online program used in the fundamentals classes to support academic growth.

Explain how Title I funds are used to support your improvement efforts.

Title I funds are used to pay teachers and tutors for after school and evening homework help, and for computers and software to support students who need to catch up to their grade level peers. Funds are also used to support our Family Nights and for professional development for teachers and staff. Substitute teachers are provided for our spring collaborative retreats and for departmental teachers to have joint time for student achievement data analysis and long-term planning. Certified tutors are provided within the fundamentals courses to assist teachers with individual student monitoring and support.

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

Student achievement data is analyzed to determine how well school systems and policies are working and to see what needs to be adjusted. Student and parent perception surveys are examined to find ways to improve community engagement and increase student confidence in our school. Our master schedule academic and elective course offerings reflect student academic and extra-curricular needs and desires. Specific course structures are in place for ELL’s and students with IEP’s. In addition, we offer three tiers of elective courses. These include fundamental classes in math and reading for those students whose skills are below grade level, and the AVID College Readiness System where students in the middle are supported and encouraged to enroll in advanced courses. The third tier of elective course offerings encourages high-achievers to push themselves by taking high school courses online during the school day, and/or to join competitive classes that participate in academic competitions.

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

Silvestri JHS is a collaborative, student-focused school. We believe that all students need to find their niche and feel a sense of belonging. Our school-wide theme is "Own It" and students are recognized for academic and behavioral successes on a weekly basis. Our teachers sponsor and support 19 different after-school clubs and activities. Daily announcements are videotaped by students and include a character building message from the school administration. Teacher leaders meet each spring for two full days in a retreat, as well as monthly with the school administration, to ensure clear communication lines are maintained and to examine our procedures, policies and systems to make sure they are working to enhance student achievement. Teachers meet weekly within their departments and grade levels to analyze student achievement data and plan collaboratively based on Nevada Academic Content Standards and formative assessment data.

• Category 2

  Selected in 2014

• Grades: 6 - 8
  School Setting: urban
  Town Population: 603,500
  Student Enrollment: 1,752
  Student Demographics:
  

  Black/African American: 10.8%
  White/Caucasian: 35.3%
  Hispanic: 29.4%
  Hawaiian/Pacific Islander: 4.4%
  Asian: 11.6%
  Native American: 0.7%
  Other: 7.9%
  

  Teacher/Student Ratio: 1:32
  % Reduced Lunch: 50.8%
  % ELL Learners: 6%
  Founded: 1997
• PRINCIPAL:
  Merry Sillitoe
• CONTACT:
  1055 E. Silverado Ranch Blvd.
  Las Vegas, NV 89128
  702-799-2240
  msillitoe@interact.ccsd.net