CCSD Presentation On Teacher Retention

Teacher Vacancy Update
TEACHER
VACANCY
UPDATE
Regular Meeting of the Board of School Trustees

June 23, 2022
Dr. Carol Tolx, Chief Human Resources Officer
Mr. Greg Manzi, Assistant Superintendent
Carol Tolx
June 23, 2022 Reference 4.01 Page 1 of 20
What is the current state of

teaching positions and
teaching vacancies in the
Clark County School District?
2
Reference 4.01 Page 2 of 20
From the 2016–2017 school year

to the 2021–2022 school year,
student enrollment decreased by
15,777 students and the
licensed employee count
decreased by 56 employees.
Student enrollment as of Nevada Department of Education Validation Day for state funded students.
Licensed employee counts as reported by Human Resources in October annually (https://ccsd.net/divisions/human-resources-division/data).
3
STUDENT ENROLLMENT
Student Enrollment
330,000
325,000 320,559 321,648
319,917
318,233
320,000
315,000
310,000
304,782
305,000
305,109 299,038
300,000
295,000
290,000
285,000
2016–2017 2017–2018 2018–2019 2019–2020 2020–2021 2021–2022 2022–2023*
Student Enrollment Linear (Student Enrollment)
*2022–2023 Student enrollment based on January 2022 projection.

LICENSED EMPLOYEE COUNT

Licensed Employee Count
20,000
19,500
18,717 18,762 18,812 18,855
19,000 18,649 18,593
18,500
18,000
17,500
17,000
16,500
16,000
15,500
15,000
2016–2017 2017–2018 2018–2019 2019–2020 2020–2021 2021–2022
Licensed Employee Count Linear (Licensed Employee Count)

*2022–2023 represents a future date and employee counts are unknown at this time.

PLANNED FULL-TIME EQUIVALENT COUNTS

School-based Strategic Budget Licensed Employee Counts
15,800
15,526.49
15,300
14,888.70
14,800
14,565.55
14,461.50
14,300
13,938.50
13,800 13,621.90 13,620.00
13,300
12,800
FY17 FY18 FY19 FY20 FY21 FY22 FY23
Licensed employee count does not include positions funded by special education.
FY17 through FY20 was calculated using data from the prior strategic budget system, trying to hold constant current business rules.
FY23 strategic budgets are not final.

ADMINISTRATOR EMPLOYEE COUNT

Administrator Employee Count
1,400
1,380 1,370 1,372
1,362
1,360 1,351
1,344 1,343
1,340
1,320
1,300
1,280
1,260
1,240
1,220
1,200
2016–2017 2017–2018 2018–2019 2019–2020 2020–2021 2021–2022
Administrator Employee Count Linear (Administrator Employee Count)
Administrator employee counts as reported by Human Resources in October annually (https://ccsd.net/divisions/human-resources-division/data).

*2022–2023 represents a future date and employee counts are unknown at this time.


School-based Strategic Budget Administrator Count
1,050
1,023.00
1,004.50
1,000
950
932.50
912.50
897.30 895.90
900 889.24
850
800


School-based Strategic Budget Non-Classroom Position Counts
300
242.9 243
250 227 228 235.5 230.5
216.4208.5 217 221.5
205 209 209 209 205.5
200 187
159.5 158
150
105
100
57
50 41
0
Elementary Elementary Elementary
Learning Strategist Counselor Assistant Principal


School-based Strategic Budget Non-Classroom Position Counts
500
450 423.5 431 418 432
392 395.5
400 378 386 375 370
349
350
300
250 218.5 225 233
200
150.6
150 119 115 123
100 63.5
50 17.5 30
0
Secondary Secondary Secondary
Learning Strategist Counselor Assistant Principal

INITIAL FINDINGS
• The significant increase in the number of planned licensed positions over the
last seven years is outpacing the number of teachers the District can hire.
• Due to the budget and staffing autonomy of school leaders, planned full-time
equivalent positions include:
• Attempts to reduce class sizes and
• An increase in non-classroom licensed positions.

What is the impact of the

initial findings on
individual schools in the
Clark County School District?
12
VACANCY PERCENTAGE DISTRIBUTION

Vacancy Percentage Distribution as of June 1, 2022
180
160 155
140
120
100 88
80 67
60
40
21
20
4 1
0
Zero Vacancies Less than 10% 10% to less than 20% 20% to less than 30% 30% to less than 40% 40% to less than 50%
Number of Schools
Based on planned positions from FY23 strategic budgets for pupil-centered funding and advertised vacancies. Does not include special education vacancies.

SCHOOLS WITH HIGHEST VACANCY
PERCENTAGE
School and Vacancy Percentage School and Vacancy Percentage
Kelly ES – 40.74% Cheyenne HS – 23.53%
Escobedo MS – 39.47% Harney MS – 23.44%
Findlay MS – 38.46% Decker ES – 22.86%
Johnston MS – 31.48% McCall ES – 22.22%
Cashman MS – 31.25% Indian Springs MS – 22.22%
Herr ES – 29.55% Wengert ES – 21.88%
Jydstrup ES – 28.95% Katz ES – 21.62%
Hayden ES – 26.19% French ES – 21.21%
Elizondo ES – 25.58% Tom Williams ES – 20.93%
J.T. McWilliams ES – 25.00% Toland ES – 20.69%
Robison MS – 24.44% Mountain View ES – 20.59%
Sunrise Acres ES – 24.39% Lunt ES – 20.00%
Scott ES – 23.68% Robert Taylor ES – 20.00%
As of June 1, 2021. Based on planned positions from FY23 strategic budgets for pupil-centered funding and advertised vacancies.
Does not include special education vacancies.

IMPACT TO STUDENT GROUPS
79.1%
of students at
schools with at
least a 20%
teacher vacancy
percentage are
Black/African
American and
Hispanic/Latino.
Teacher Vacancy Percentage Black/African American and

Hispanic/Latino Students
SCHOOL IMPACT FINDINGS
• Vacancy rates are not equitably distributed among all schools and all student
groups.
• Challenge for the District to serve the schools with the greatest need and
provide smaller class sizes for all students.

From the 2016–2017 school year

to the 2021–2022 school year,
student enrollment decreased by
15,777 students and the
licensed employee count
decreased by 56 employees.
17
Next Steps
• Continue marketing the new teacher starting salary.
• Consider incentives for licensed staff to be hired and retained at schools with
the greatest need.
• Work with the Nevada Department of Education on licensure requirements
and licensing reciprocity.
• Explore more alternative certification pathways.
• Optimize internal staff dedicated to internal alternative certification to work on
support and retention of existing staff.
• Improve working conditions through the districtwide implementation of
Multi-Tier Systems of Support for academic, social-emotional, and behavioral
learning.
• Commit to building capacity of new and/or struggling teachers.
SUPERINTENDENT’S COMMENTS
BOARD DISCUSSION AND QUESTIONS

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Teacher Vacancy Update

Regular Meeting of the Board of School Trustees

What is the current state of

From the 2016–2017 school year

Reference 4.01 Page 4 of 20

LICENSED EMPLOYEE COUNT

Licensed employee counts as reported by Human Resources in October annually (https://ccsd.net/divisions/human-resources-division/data).

Reference 4.01 Page 5 of 20

PLANNED FULL-TIME EQUIVALENT COUNTS

Reference 4.01 Page 6 of 20

ADMINISTRATOR EMPLOYEE COUNT

Administrator employee counts as reported by Human Resources in October annually (https://ccsd.net/divisions/human-resources-division/data).

Reference 4.01 Page 7 of 20

PLANNED FULL-TIME EQUIVALENT COUNTS

Reference 4.01 Page 8 of 20

PLANNED FULL-TIME EQUIVALENT COUNTS

Reference 4.01 Page 9 of 20

PLANNED FULL-TIME EQUIVALENT COUNTS

Reference 4.01 Page 10 of 20

Reference 4.01 Page 11 of 20

What is the impact of the

VACANCY PERCENTAGE DISTRIBUTION

Reference 4.01 Page 13 of 20

Reference 4.01 Page 14 of 20

IMPACT TO STUDENT GROUPS

Teacher Vacancy Percentage Black/African American and

SCHOOL IMPACT FINDINGS

Reference 4.01 Page 16 of 20

From the 2016–2017 school year

Reference 4.01 Page 20 of 20

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