School Performance Plan - Clark County School Districtccsd.net/schools/school-performance-plans/pdfs/ccsd/Wright.Willia… · Nevada Department of Education Wright, William V ES 2016-2017

School Performance Plan

School NameWright, William V ES

Address (City, State, Zip Code, Telephone):8425 Bob Fisk Ave

Las Vegas, NV 89178, (702) 799-5701

Superintendent/Assistant Chief: Pat Skorkowsky / AJ Adams

For Implementation During The Following Years: 2016-2017

The Following MUST Be Completed:

Title I Status: Not_Served

Designation: NA

Grade Level Served: Elementary

Classification: 4 Star

NCCAT-S: Initial

*1 and 2 Star Schools Only:Please ensure that the following

documents will be available upon request ☐ Use of Core Instructional Materials ☐ Scheduling ☐ Model School Visits

Members of Planning Team * ALL Title I schools must have a parent on their planning team that is NOT a district employee.

Name of Member Position Name of Member PositionKayla Dickson Parent Lisa Bishop 5th Grade TeacherCrystal Kelii 2nd Grade Teacher Jennifer Hulbert 1st Grade Teacher

Nicole Scrofani KIDS Teacher Jennifer Loranger Learning StrategistRonda Rickard Humanities Teacher-Science Elizabeth Henderson Learning Strategist

Maribel McAdory Principal Jeffrey Granger Assistant PrincipalPam Norton-Lindemuth Assistant Principal Diane Crawford Library Teacher

Nevada Department of Education Wright, William V ES 2016-2017Clark County School District

Last Date Review/Revised By Planning Team - 12/16/2016 Page 1 Nevada Department of Education - June 2016

Kelly Prellwitz 3rd Grade Teacher



COMPONENT I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)

DATA REVIEWED & ANALYZED:

Based on your schools NSPF results, identify what additional data have been reviewed and analyzed in development of the SPP.

School Data For General Education Including FRL English Language Learner (ELL) Data Special Education Data

Formative Assessments Practice Achievement Gap Data Achievement Gap DataInterim Assessments Nevada School Performance Framework (NSPF) Individualized Education Programs (IEP)Summative Assessments Placement (Proficiency Levels) Nevada School Performance Framework (NSPF)Teacher/Administrator Observation Data Teacher/Administrator Observation Data Special Ed Staffing and Professional DevelopmentFamily Engagement Data NA Special Ed Policies and ProceduresOther: Other: Other:Other: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.As a leadership team, we began by reviewing the 2015-16 school improvement plan to determine the outcomes from the goals set previously. Latest available trend data such as green and whites, 3-year trend data, and the school performance framework were analyzed in order to identify positive and negative trends. Median Growth Percentile 3-year trend data indicated that, as a school, our overall median growth percentile in Reading steadily increased from 49 to 58 overall. Fifth grade showed the greatest grade-level 3-year gains from 52 to 68. The greatest gender increase over three years was among the boys, going from 44 to 63. The three year trend data in Math showed that there was a steady decrease in our median growth percentile from 60 to 50 overall. All subgroups showed a decrease in proficiency, with the greatest three-year decrease being in the FRL subgroup which steadily decreased from 58 to 43. While the trend data does not indicate a Median Growth Percentile gender gap in Math, the girls steadily decreased from 60 to 50, and the boys steadily decreased from 59 to 49 over the previous three years. Additionally, we discussed root causes for positive and negative trends for the entire school as well as for each grade level to identify possible solutions.



COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 1

Based on the CNA, identify all that apply:☑ General Education ☑ FRL ☑ ELL ☑ IEP ☐ Other

Priority Need/Goal 1:Increase Grade 3 proficiency rates in Reading.

Root Causes:We are showing inconsistent practices in Tier 1 small group instruction. Due to the year-round schedule, homogeneous student grouping for daily intervention and enrichment time was determined within tracks versus within entire grade levels which reduced the number of teachers able to provide targeted instruction. As a year-round school, our students completed mandatory state testing with an average of 30 fewer instructional days prior to testing than their 9 month counterparts. However, for data analysis purposes in the 2016-2017 school year, it is difficult to determine the effect level of the 30 fewer instructional days before testing due to the availability of only one Standardized Test data point. Additionally, for the 2016-2017 school year, 33% of K-2 teachers and 29% of 3-5 teachers are new to Wright and are unfamiliar with proven school-wide instructional practices.

Measurable Objective 1:Increase the percent of 3rd grade students proficient in reading from 67.07% to 72.07% by 2017 as measured by state assessments.

Monitoring Status

On Task

ACTION PLAN MONITORING PLAN

Action Step(please only list one action step per box)

Resources and Amount Needed for

Implementation(people, time, materials, funding sources)

List Artifacts/Evidence of Progress:Information (Data) that will verify the action step is

in progress or has occurred.

List Timeline,

Benchmarks, and

Position Responsible

Monitoring

Status

1.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Teachers observe master teachers in the art of small group reading instruction. Continued collaboration on the use of core Reading program, Making Meaning, and Read-By-3 training specific to CCSD teachers. Implementation of Balanced Literacy Framework and professional development in Flying Start and Exemplar Texts.

Learning Strategists, Instructional Coach, Classroom Teachers, CTT, Administration, Making Meaning, NEPF Standards, NEPF materials from RPDP, Michael Haggerty Phonemic Awareness, Flying Start, Exemplar Texts, Decodable books, and Fly Leaf Publishing.

Learning Strategists' calendar for covering classes, Classroom observations, Grade Level meeting minutes, Staff Development agendas, Lesson plans, Long Range Plans, Pre/Post Conferences, Goal Setting Sheets, Data Notebooks, AIMSweb data, Acuity and SBAC interims, PLCs, DRA, and Literacy Folders.

All year implementation by Learning Strategists, Classroom Teachers, CTT, Instructional Coach and Administration

On Task

Comments:



Action StepResources and Amount

NeededList Artifacts/Evidence Timeline and Position Responsible

Monitoring

Status

1.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Literacy Mornings, Multicultural Night, Sight Word Soldiers, STEM Night, Parent Conferences, Home and School Connections, School Website, Campus Portal, TEAM Wright Monthly meetings, Family Engagement Committee, and Theater Performances in grades 1-5.

Librarian and Literacy Committee, Multicultural Committee, STEM Committee, Literacy and Library Funds for events and resources, Parent Volunteers, Library books, and Book Fairs.

Minutes from Literacy, STEM and Multicultural Committee meetings, Photos from the Literacy Mornings, Parent Volunteer sign-in for Sight Word Soldiers, TEAM Wright Agendas, School Website, Progress/Tracking sheets for each K-2 students.

Literacy Mornings - committee members October & December 2016; April & July, 2017 STEM Night - committee members - November 18, 2016 Multicultural Night - committee members and staff - June 2017 Librarian/Parent Volunteers - all year

On Task

Comments:

1.3 Curriculum/Instruction/Assessment (Required)Continuation From Last Year:

YesNCCAT-S Indicators:

Continued use of Ticket to Read and Read Live based on student need, After-school tutoring, Data Folders, Battle of the Books, Computer lab daily for intervention and enrichment, Universal Screening 3x a year using AIMSweb, SBAC Assessments, Progress Monitor bottom 25%tile, Formative/Summative Assessments, NEPF standards and indicators, Keyboard practice to assist with SBAC assessment format, SBAC Interim assessments

Site Licenses for Ticket to Read and Read Live, AIMS Screeners, SBAC Tests, Classroom Teachers, Strategists, Curriculum Engine, Literacy/Research Lab, Michael Haggerty Phonemic Awareness, Flying Start, Exemplar Texts, Decodable books, and Fly Leaf Publishing.

Progress Tracking Reports from each of the programs, Lesson Plans and Classroom Observations, AIMSweb and SBAC results, Formative/Common Summative Assessments, and Sign in sheets for tutoring.

AIMSweb Benchmarking - Teachers (Fall, Winter, Spring) SBAC Testing - Teachers, Administrators (Spring) Ticket to Read and Read Live - Teachers (all year) Observations/Lesson Plan Checks - Administration (all year) Tutoring - Teachers (Nov 2016-March 2017) Formative/Summative Assessments - Teachers (All year)

On Task

Comments:

1.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: N/A

Comments:





Priority Need/Goal 2:Reduce the overall achievement gap between highest performing and lowest performing ethnic/racial subgroups in both Reading and Math.

Root Causes:Inconsistent engagement and differentiation practices are applied in classrooms for Tier 1 Reading and Math instruction. In Math, of the students receiving RTI Tier 3 intervention, 83% are Black. Students are also not consistently afforded the opportunity to utilize multiple representations, such as manipulatives, while learning concrete mathematical concepts. In both Math and Reading, students are not consistently engaged in instruction that places a high cognitive demand on them. Additionally, teachers and students struggled with adjusting to the new assessment questioning and the unknown expectations and rubrics for the new SBAC state assessment. Using the 2015-2016 state assessment data, it was difficult to determine if improvement occurred due to the availability of only one data point.

Measurable Objective 1:Reduce the Math proficiency gap between highest to lowest performing ethnic/racial subgroup from 48 to 38 by August of 2017.

Measurable Objective 2:Reduce the Reading proficiency gap between highest to lowest performing ethnic/racial subgroup from 25 to 20 by August of 2017.

Monitoring Status

On Task





List Artifacts/Evidence of

Progress:Information (Data) that will verify the

action step is in progress or has occurred.

List Timeline,

Benchmarks, and

Position

Responsible

Monitoring

Status

2.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators:



SBAC Interim Assessments in grades 3-5, Number Talks training, Collaboration in grade levels to develop/plan engaging lessons, using Eureka Math along with a variety of research based resources to provide appropriate rigor/differentiation of instruction, Refine Tier 1 and I&E (intervention and enrichment) block to provide differentiated instruction to diverse learners in Reading and Math, Professional development in FOSS training in grades 3-4, PLC Math content seminars in grade 5, Flying Start in grades K-2, Text Exemplars in grades 3-5, implementation of Balanced Literacy Framework

Eureka Math, Kathy Richardson books, Investigations books, Do the Math and Motivation Math supplemental books, Math manipulatives, VMath Live, Math/Science/Literacy Resource Rooms, Reading and Math Strategist, CTT, Classroom Teachers, Administration, Ticket to Read, Read Live, Michael Haggerty Phonemic Awareness, Flying Start, Exemplar Text, Decodables, Flying Leaf Publishing

Lesson Plans, Classroom Observations, VMath Usage Reports, Do the Math Assessments, Pre and Post Conferences, School-wide Data Notebooks, SBAC interims, PLCs, DRA, Literacy Folders, Professional goal setting.

All year implementation by Math & Reading Strategists, Classroom Teachers, CTT, Administration

N/A

Comments:

Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position ResponsibleMonitoring

Status

2.2 Family Engagement (Required)Continuation From Last Year:


Sight Word Soldiers, Ticket to Read & VMath Live Home Licenses, STEM Night, Monthly Literacy Mornings, three Family Math Mornings, Multi-cultural night, Parent conferences, Home and School Connections, School Web-site, Campus Portal, Book and Science Materials Fairs, School-wide Art Show, and Family Engagement events (mornings and evenings)

Literacy/STEM/Multi-cultural/Family Engagement/Ten Year Celebration Committees, Community Donations for Family Night, Classroom Teachers (time, energy and commitment), Librarian, Literacy & Library funds, Parent volunteers, Library books, Science/Math materials

Literacy/STEM Committee Minutes, Make It/Take it Activities at the evening event, school web-site, Parent sign-in sheets, Parent conference survey

STEMNight - Committee members - November 18, 2016 Math Mornings - Committee members - January, March and June, 2017 Literacy Mornings - Committee members - October & December 2016, April and July 2017. Parent Engagement Events - November 2016, February, May & June 2017.

On Task

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: NCCAT-S Indicators: Universal screening students 3x a year using AIMSweb, SBAC Interim assessments all year, Progress Monitoring the bottom 25th percentile, Formative/summative assessments, Data Folders, Battle of the Books, Imagine Learning, ELL Tutoring for grades 1-5

AIMSweb screening, SBAC Tests, FOSS, Science Materials, Classroom Teachers, and Math and Literacy Strategists.

Lesson Plans, Classroom Observations, AIMSweb Results, SBAC Results, Common Formative/summative assessment results

AIMSweb Benchmarking - Teachers - 3x yearly, SBAC testing - Teachers, Administration - Spring Common Formative/summative assessments -Teachers - All year, Observations/Lesson Plan Checks - Administration - All year, FOSS/Science Materials Fair - Science Specialist

On Task

Comments:

2.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators:



N/A

Comments:





Priority Need/Goal 3:Increase the percentage of school-based personnel trained in cultural competency.

Root Causes:There is a need for training in the area of cultural competency as evidenced by the District student achievement gap data. The 2015-2016 SBAC Math proficiency gap between the highest to lowest performing ethnic/racial subgroup is 48 percentage points. The 2015-2016 SBAC Reading proficiency gap between the highest to lowest performing ethnic/racial subgroup is 25 percentage points. In Math, of the students receiving RTI tier 3 intervention, 83% are Black.

Measurable Objective 1:100% of staff will participate in a mandatory cultural competency professional development session during the 2016-2017 school year as measured by sign-in sheets.

Monitoring Status

On Task





List Artifacts/Evidence of

Progress:Information (Data) that will verify the

action step is in progress or has occurred.

List Timeline, Benchmarks,

and Position Responsible

Monitoring

Status

3.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators: All staff will participate in a Love & Logic training on site, professional development sessions and book studies on cultural competency provided by the

District's Equity and Diversity Department (E&DD) training materials, School site trainer, Counselor, Site professional development library, SBCT (Site Based Collaboration Time)

Sign-in sheets, Teacher observation data (NEPF)

The administration team will be responsible for ensuring this action step takes place during

N/A

Comments:



Action StepResources and Amount

NeededList Artifacts/Evidence Timeline and Position Responsible

Monitoring

Status

3.2 Family Engagement (Optional)Continuation From Last Year:


Home & School Connection, Family Engagement Events, Student of the Month Breakfasts, Principal's Positive Praise (phone calls home)

Administration, Teachers, Counselor, Parents, Be KIND Committee, Family Engagement Committee, TEAM Wright

Committee Minutes, Principal's Positive Praise forms, School and Home Connection Flyers.

-Student of the Month - Be KIND committee & Counselor -Family Engagement Events: November 2016, February, May, June 2017- Family Engagement Committee -Principal's Positive Praise - Teachers & Administration (All year) -TEAM Wright quarterly meetings - TEAM Wright -Monthly Home and School Connection newsletter - Administration

On Task

Comments:

3.3 Curriculum/Instruction/Assessment (Optional) Continuation From Last Year: Yes NCCAT-S Indicators: Love & Logic training, Weekly Love & Logic newsletter, Be KIND/Be CLASSY/Pillars of Character Program and school-wide assembly, Weekly recognition of Caught Being Kind, Weekly Anti-bullying lessons, Daily Goal Setting Announcements with a weekly theme, Peer Helper program, Lunch with the Principal, Student of the Month Breakfasts tied to a monthly theme (Be Kind, Be Classy, Responsibility, Trustworthiness, etc.), Principal's Positive Praise (phone calls home), Wrangler Bucks to reinforce positive behavior

Administration, Counselor, Teachers, Be KIND committee

Minutes from Be KIND committee, Principal's Positive Praise Notes, PowerPoint from Be KIND assembly, Counselor's lessons on anti-bullying/character traits, Caught Being Kind slips, Peer Helper training sign-in, Weekly schedule, Daily announcements, Student of the Month, Be Kind/Be Classy bulletin board, Wrangler Buck Prize emails

-Initial Student of the Month-Be KIND/Be CLASSY/ Pillars of Character Assembly - Counselor (September 2016) -Student of the Month Breakfast and Bulletin Boards - Be KIND committee, Counselor, Administration (Monthly) -Peer Helpers - Counselor (daily) -Anti-bullying lessons - Counselor (All year) -Principal's Positive Praise - Teachers & Administration ( All year) -Daily Announcements- Administration & Counselor -Caught Being Kind - All staff (All year) -Wrangler Bucks - Specialists, Front Office, & Administration (All year)

On Task

Comments:

3.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: N/A

Comments:



COMPONENT III: Budget Plan

COORDINATION OF FUNDS TO SUPPORT THE PLAN WITH OTHER PROGRAMS: Provide the sources of funds your school is currently receiving and identify the purposes for which those funds are

spent. Sources of funds may include General Budget, Title I , Title II, Title III, Migrant, Immigrant, Neglected & Delinquent, 21st Century After School Programs, Gear Up, IDEA, McKinney-Vento/Homeless, Head Start, state-funded Pre-Kindergarten, Teacher Incentive Fund, Striving Readers, and other state/federal funds.

Source of Funds applicable to

Priority Need/Goal

Amount Received for this

School Year

Purposes for which funds are used (include targeted audience, specific activities,

intended outcomes, etc.)Applicable Goal(s)

Read By Three 83,000 Instructional Strategist to assist students who are non-proficient readers, as well as support teachers with non-proficient readers in their classrooms. Goals 1 and 2

ELL Grant 3,897 Tutoring for ELL students and headphones for Imagine Learning language literacy program Goals 1 and 2



APPENDIX A - Professional Development Plan

1.1Teachers observe master teachers in the art of small group reading instruction. Continued collaboration on the use of core Reading program, Making Meaning, and Read-By-3 training specific to CCSD teachers. Implementation of Balanced Literacy Framework and professional development in Flying Start and Exemplar Texts.

Goal 1 Additional PD Action Step (Optional)Teachers will be released from their classrooms to observe master teachers during guided reading groups. Teachers will be trained on the Instructional Standards and Indicators of the NEPF in order to improve lesson planning, teaching strategies, instructional rigor, and meta-cognition.

2.1SBAC Interim Assessments in grades 3-5, Number Talks training, Collaboration in grade levels to develop/plan engaging lessons, using Eureka Math along with a variety of research based resources to provide appropriate rigor/differentiation of instruction, Refine Tier 1 and I&E (intervention and enrichment) block to provide differentiated instruction to diverse learners in Reading and Math, Professional development in FOSS training in grades 3-4, PLC Math content seminars in grade 5, Flying Start in grades K-2, Text Exemplars in grades 3-5, implementation of Balanced Literacy Framework

Goal 2 Additional PD Action Step (Optional)

3.1All staff will participate in a Love & Logic training on site, professional development sessions and book studies on cultural competency provided by the

Goal 3 Additional PD Action Step (Optional)All students and staff will participate in school-wide Be KIND, Be CLASSY, and Pillars of Character assembly and program.



APPENDIX B - Family Engagement Plan

1.2Literacy Mornings, Multicultural Night, Sight Word Soldiers, STEM Night, Parent Conferences, Home and School Connections, School Website, Campus Portal, TEAM Wright Monthly meetings, Family Engagement Committee, and Theater Performances in grades 1-5.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Sight Word Soldiers, Ticket to Read & VMath Live Home Licenses, STEM Night, Monthly Literacy Mornings, three Family Math Mornings, Multi-cultural night, Parent conferences, Home and School Connections, School Web-site, Campus Portal, Book and Science Materials Fairs, School-wide Art Show, and Family Engagement events (mornings and evenings)

Goal 2 Additional Family Engagement Action Step (Optional)Sea Camp, Washington DC and Disneyland trips, Fun Run, Field Day, and Family Engagement days for Pre-K programs.

3.2Home & School Connection, Family Engagement Events, Student of the Month Breakfasts, Principal's Positive Praise (phone calls home)

Goal 3 Additional Family Engagement Action Step (Optional)



APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase Grade 3 proficiency rates in Reading.

Measurable Objective(s):

Increase the percent of 3rd grade students proficient in reading from 67.07% to 72.07% by 2017 as measured by state assessments.

StatusOn Task

Comments:

1.1 Professional Development:1.2 Family Engagement:1.3 Curriculum/Instruction/Assessment:1.4 Other:

Mid-Year End-of-Year

1.1Teachers observe master teachers in the art of small group reading instruction. Continued collaboration on the use of core Reading program, Making Meaning, and Read-By-3 training specific to CCSD teachers. Implementation of Balanced Literacy Framework and professional development in Flying Start and Exemplar Texts.

N/A

Progress

Barriers

Next Steps

1.2 Literacy Mornings, Multicultural Night, Sight Word Soldiers, STEM Night, Parent Conferences, Home and School Connections, School Website, Campus Portal, TEAM Wright Monthly meetings, Family Engagement Committee, and Theater Performances in grades 1-5. N/A

Progress



Barriers

Next Steps

1.3

Continued use of Ticket to Read and Read Live based on student need, After-school tutoring, Data Folders, Battle of the Books, Computer lab daily for intervention and enrichment, Universal Screening 3x a year using AIMSweb, SBAC Assessments, Progress Monitor bottom 25%tile, Formative/Summative Assessments, NEPF standards and indicators, Keyboard practice to assist with SBAC assessment format, SBAC Interim assessments

N/A

Progress

Barriers

Next Steps

1.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:Reduce the overall achievement gap between highest performing and lowest performing ethnic/racial subgroups in both Reading and Math.


Reduce the Math proficiency gap between highest to lowest performing ethnic/racial subgroup from 48 to 38 by August of 2017.Reduce the Reading proficiency gap between highest to lowest performing ethnic/racial subgroup from 25 to 20 by August of 2017.

StatusOn Task

Comments:



2.1

SBAC Interim Assessments in grades 3-5, Number Talks training, Collaboration in grade levels to develop/plan engaging lessons, using Eureka Math along with a variety of research based resources to provide appropriate rigor/differentiation of instruction, Refine Tier 1 and I&E (intervention and enrichment) block to provide differentiated instruction to diverse learners in Reading and Math, Professional development in FOSS training in grades 3-4, PLC Math content seminars in grade 5, Flying Start in grades K-2, Text Exemplars in grades 3-5, implementation of Balanced Literacy Framework

N/A

Progress

Barriers

Next Steps

2.2Sight Word Soldiers, Ticket to Read & VMath Live Home Licenses, STEM Night, Monthly Literacy Mornings, three Family Math Mornings, Multi-cultural night, Parent conferences, Home and School Connections, School Web-site, Campus Portal, Book and Science Materials Fairs, School-wide Art Show, and Family Engagement events (mornings and evenings)

N/A

Progress



Barriers

Next Steps

2.3 Universal screening students 3x a year using AIMSweb, SBAC Interim assessments all year, Progress Monitoring the bottom 25th percentile, Formative/summative assessments, Data Folders, Battle of the Books, Imagine Learning, ELL Tutoring for grades 1-5 N/A

Progress

Barriers

Next Steps

2.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:Increase the percentage of school-based personnel trained in cultural competency.


100% of staff will participate in a mandatory cultural competency professional development session during the 2016-2017 school year as measured by sign-in sheets.

StatusOn Task

Comments:



3.1 All staff will participate in a Love & Logic training on site, professional development sessions and book studies on cultural competency provided by the N/A

Progress

Barriers

Next Steps

3.2 Home & School Connection, Family Engagement Events, Student of the Month Breakfasts, Principal's Positive Praise (phone calls home) N/A

Progress



Barriers

Next Steps

3.3

Love & Logic training, Weekly Love & Logic newsletter, Be KIND/Be CLASSY/Pillars of Character Program and school-wide assembly, Weekly recognition of Caught Being Kind, Weekly Anti-bullying lessons, Daily Goal Setting Announcements with a weekly theme, Peer Helper program, Lunch with the Principal, Student of the Month Breakfasts tied to a monthly theme (Be Kind, Be Classy, Responsibility, Trustworthiness, etc.), Principal's Positive Praise (phone calls home), Wrangler Bucks to reinforce positive behavior

N/A

Progress

Barriers

Next Steps

3.4 N/A

Progress

Barriers

Next Steps



Documents

School Performance Plan - Clark County School Districtccsd.net/schools/school-performance-plans/pdfs/ccsd/Wright.Willia… · Nevada Department of Education Wright, William V ES 2016-2017