school performance plan...school performance plan school name alamo, tony es address (city, state,...

School Performance Plan

School NameAlamo, Tony ES

Address (City, State, Zip Code, Telephone):7455 El Camino Rd

Las Vegas, NV 89139-5322, 7027992590

Superintendent/Region Superintendent: Jesus Jara / Debbie Brockett

For Implementation During The Following Years: 2019-2020

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 PositionFrancine Hernandez Parent Myrna Soriano Parent

Caroline Pleasant Parent Melanie Clark ParentEvette Godla Parent Leighia Chambers Kinder Humanities Teacher

Jennifer Szemety Kindergarten Teacher Stacy Nekoba Kindergarten TeacherJulie Ruschmeyer First Grade Teacher Daniel Spitzer Fifth Grade TeacherJennifer Aukamp Co-Teach Special Education Teacher Kari Rasmussen First Grade Teacher

Angela Taylor Second Grade Teacher Jandelle Blackway RBG3 Strategist

Nevada Department of Education Alamo, Tony ES 2019-2020Clark County School District

Last Date Review/Revised By Planning Team - 11/04/2019 Nevada Department of Education - June 2017

Ronda Gilbert Fourth Grade Teacher Todd Lindberg PrincipalRoni Stolworthy Assistant Principal Cecilia Clemmons Counselor

Dolores Bonvissuto Third Grade Teacher Sherry Meineke Pre-KChriselle Lingatong Third Grade Teacher Jessica Kinkel-Schuster First Grade TeacherStacy Chong Tim Special Education KIDS Jeerawan Kawado Second 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

Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)Statewide Assessments Placement (Proficiency Levels) Achievement Gap DataInterim Assessments ELL Program Policies and Procedures NANA AMAOs/ELPA Analysis NANA NA NAOther: 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.ELA SBAC results for Tony Alamo Elementary exceeded the district SBAC scores. The median growth percentile (MGP) on the ELA SBAC for the 2016-2017, 2017-2018, and 2018-2019 school years was 51, 60.5, and 57, respectively. The adequate growth percentile on the ELA SBAC for the same school years was 49, 65, and 64.7, respectively. On the WIDA, the MGP for the 2016-2017, 2017-2018, 2018-2019 school years was 50, 69, and 71, respectively. Science Proficiency at Alamo increased from 32% above the cut to 39.7% above the cut compared to the district at 22.5%. The Black/African American subgroup increased from 48.7% to 56.7%, compared to the district at 8.5%. White/Caucasian students went from 27.5% proficient in science to 67.7% proficient, compared to the district at 37.5%. Alamo's Math SBAC results for Tony Alamo Elementary exceeded the district SBAC scores. Math MGP increased from 54 to 55, compared to the district at 49. Prior non-proficient math students meeting AGP target went from 20.1 to 22.1, compared to the district at 20.3. Historical data on the SBAC Math is as follows: 39% of students met AGP in the 2016-2017 school year, 49.2% in the 2017-2018 school year, and 45.9% in the 2018-2019 school year.



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 the percent of 3rd grade students proficient in ELA from 49% to 55% by 2019 as measured by state summative assessments.

Root Causes:Tier 1 instruction and curriculum lacks rigor required for students to demonstrate mastery of grade level expectations of the Nevada Academic Content Standards (NVAC) on state assessments. Lack of consistency in school-wide curriculum materials. Lack of student engagement and discourse. Inconsistent alignment between literacy assessments and the NVACS.

Measurable Objective 1:Increase the percent of K-2nd grade students above the 40th percentile in reading from 67% (Fall) to 77% (Spring) as measured by MAP Growth Assessments.

Measurable Objective 2:Increase the percent of K - 2nd grade students meeting growth projections in reading from 55% (Fall) to 80% (Spring) as measured by MAP Growth Assessments.

Monitoring Status

In Progress

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 will receive professional development opportunities on effective implementation of NVACS using Reach for Reading, Lexia, student discourse, partnering with families to support literacy, Literacy Instruction Framework, listening and speaking across all content areas, and instructional resources. Literacy interventionist that will provide interventions to students performing below the 21st percentile.

Professional development and materials, intervention program training materials, NVACS aligned ELA texts/materials, Read by Grade 3 Literacy Specialist and Interventionist. (General Budget: $20,000- Reach for Reading , Lexia $3,467; Reading A-Z $2788.90; Headphones $3792.00 SB178: Lexia $13,433; Interventionist $93,367 )

PD agendas, evaluations, lesson plans, walk through data, common assessments, AIMSweb progress monitoring data, PLC minutes, Coaching schedules, Curriculum Engine and CCSD standardized assessment results.

Staff Development Days/Trainings: SBCT trainings every Wednesday morning. ELL trainings (cohort B) provided by Read by 3 Strategist. Lexia and Reach for Reading will also send a team to help train teachers on how to utilize reading series and reading intervention program to increase student achievement. Data/evidence will be analyzed on an ongoing basis by administration, leadership team, grade levels, instructional coach, and learning strategist.

In Progress

Comments:

Action Step Resources and Amount Needed List Artifacts/EvidenceTimeline and Position

Responsible

Monitoring

Status

1.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Provide parents with intervention and enrichment strategies during math night, Alamo Family Night, and utilize parent volunteers for sight word and fluency. Collaborate with families to support literacy development through informational meetings and content area nights.

Computer based literacy programs , literacy/math/specialist night supplies/resources. (General Budget: $20,000- Reach for Reading , Lexia $3,467; Reading A-Z $2788.90; Headphones $3792.00 SB178: Lexia $13,433; Interventionist $93,367 )

Parent involvement-parent nights, sign in sheets, parent night fliers, newsletters, Literacy and Math Committee meeting minutes, MAP Growth, easy CBM progress monitoring data, and CCSD standardized assessment results.

Literacy and Math Committee members, Learning Strategist, administration, classroom teachers, and counselor will monitor on an ongoing basis.

In Progress

Comments:

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

YesNCCAT-S Indicators:

Implement intervention/enrichment strategies for students in the area of ELA. Utilize collaborative structures, SMART Boards and discussion stems to increase student engagement and discourse. Reading intervention program aligned to the NVACS for students in grades K-5. Strategist to provide targeted literacy instruction for our fourth grade struggling readers. Modeled lessons by Learning Strategist in ELA NVACS for staff (Cohort B).

Grade level teachers/staff/specialists for PLC meetings, RTI team/administration presenting procedures and implementation of RTI, Learning strategist for modeled lessons, coaching support and NVACS aligned materials/resources. (General Budget: $20,000- Reach for Reading , Lexia $3,467; Reading A-Z $2788.90; Headphones $3792.00 SB178: Lexia $13,433; Interventionist $93,367 )

PD agendas, evaluations, lesson plans, walk through data, common assessments, MAP growth, easy CBM progress monitoring, MAP fluency, PLC minutes, Coaching schedules, Curriculum Engine and CCSD standardized assessment results. Classroom Observations.

Staff Development Days/Trainings: SBCT Trainings: every Wednesday morning. Morning Staff meetings Data/evidence will be analyzed on an ongoing basis by administration, RTI/Leadership teams, teachers/staff and Learning Strategist.

N/A

Comments:

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



In Progress

Comments:




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

Priority Need/Goal 2:All students will increase proficiency in math from 48% to 52% as measured by state summative assessments.

Root Causes:Lack of alignment of materials for NVACS. Lack of training on teaching the NVACS and required increase in rigor. Lack of consistency in school-wide curriculum materials. Lack of student engagement and discourse. Lack of vocabulary development and background knowledge/schema between highest performing and ethnic/racial subgroups.

Measurable Objective 1:Increase the percent of 1-2nd grade students above the 40th percentile in math from 62.5% (Fall) to 65% (Spring) as measured by MAP Growth Assessments. Increase the percent of 3-5th grade students above the 40th percentile in math from 65% (Fall) to 68% (Spring) as measured by MAP Growth Assessments.

Measurable Objective 2:Increase the percent of K-4th grade students meeting growth projections in math from Spring 2018-2019 to Spring 2019-2020. Kindergarten: 66% (Spring 2019) to 72% (Spring 2020) 1st : 65% (Spring 2019) to 71.5% (Spring 2020) 2nd: 44% (Spring 2019) to 48.4% (Spring 2020) 3rd: 56% (Spring 2019) to 61% (Spring 2020) 4th: 60% (Spring 2019) to 66% (Spring 2020)

Monitoring Status

In Progress



Resources and Amount

Needed for Implementation(people, time, materials, funding

sources)


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:



Teachers will receive professional development opportunities on effective implementation of NVACS, student discourse, partnering with families to support math instruction, listening and speaking across all content areas, writing constructive responses, and instructional resources. Increase quality and alignment of NVACS in Tier 1 math instruction through training 100% of kindergarten though 5th grade teachers in research based math practices and Number Talks. Consistently deliver high-quality Tier 1 instruction of NVACS at the appropriate level of rigor through aligned curriculum/materials (Engage NY, Constructed Responses and Number Talks)as evidenced by lesson plans, SLG data, pacing calendars, PLC minutes, assessments and classroom observations.

Professional development and materials, intervention program training materials, NVACS aligned math texts/materials and learning strategist. MAP Accelerator 3-5 (General Budget: Headphones $3792.00, Moby Max $1,295 )

PD agendas, SLG's, evaluations, lesson plans, walk through data, common assessments, easy CBM, progress monitoring data., MAP data, PLC minutes, Coaching schedules, Curriculum Engine and CCSD standardized assessment results.

SBCT every Wednesday morning. Data/evidence will be analyzed on an ongoing basis by administration, leadership team, grade levels, instructional coach, and learning strategist.

In Progress

Comments:

Action Step Resources and Amount Needed List Artifacts/EvidenceTimeline and Position

Responsible

Monitoring

Status

2.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Provide parents with intervention and enrichment strategies during math night and utilize parent volunteers for math fact and math vocabulary. Collaborate with families to support math development through informational meetings and family math nights.

Computer based math programs, literacy/math/specialist night supplies/resources. (Series; Moby Max $1,295, )

Parent involvement-parent nights, sign in sheets, volunteer daily schedule, newsletters, Math Committee meeting minutes, MComp progress monitoring data, MAP, and CCSD standardized assessment results.

Math Committee members, administration, leadership team, classroom teachers, and counselor will monitor on an ongoing basis.

In Progress

Comments:

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators: Implement intervention/enrichment strategies for students in the area of math. Utilize collaborative structures, SMART Boards and discussion stems to increase student engagement and discourse in math. Focus teacher SLG's school-wide on writing a math constructive response. Tier 1 differentiated groups in math grades 1-5.

Grade level teachers/staff/specialists for PLC meetings, math RTI team/administration presenting procedures and implementation of RTI, Learning strategist for modeled lessons, coaching support and NVACS aligned materials/resources. ( Moby Max $1,295, )

PD agendas, evaluations, lesson plans, walk through data, common assessments, MComp progress monitoring data, PLC minutes, Coaching schedules, MAP, Curriculum Engine and CCSD standardized assessment results.

SBCT every Wednesday morning. 4 Preparation Periods Data/evidence will be analyzed on an ongoing basis by administration, RTI/Leadership teams, teachers/staff.

In Progress

Comments:

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



In Progress

Comments:




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

Priority Need/Goal 3:Special education students will increase proficiency in math from 10.5 % to 12.5% by 2019 as measured by state summative assessments.

Root Causes:Lack of collaboration between special education staff and general education teachers. Under emphasis of writing in the content areas. Missed opportunities for individualized instruction. Lack of differentiation during Tier 1 math instruction.

Measurable Objective 1:Decrease the number of 1st - 5th grade special education students achieving below the 25th percentile in math from 73% (Fall) to 66% (Spring) as measured by the MAP Growth K-2 and 2-5 mathematics assessments.

Measurable Objective 2:Increase the percentage of kindergarten - 5th grade special education students meeting growth projections in math from 37% (Spring 2019) to 41% (Spring 2020) as measured by MAP Growth K-2 and MAP Growth 2-5 Mathematics assessments.

Monitoring Status

In Progress



Resources and Amount Needed for

Implementation(people, time, materials, funding sources)


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:

YesNCCAT-S Indicators:



Special education teachers will collaborate with general education teachers to adjust group schedules to maximize student exposure to grade level content area instruction. Classroom teachers will use MAP Growth data to design differentiated math groups during Tier 1 instruction to address skill deficits and increase access to grade level content. Classroom teachers will use MAP Accelerator to individualize topics for remediation.

Site based collaboration time. Special education teachers, general education teachers, strategist, administration. MAP Accelerator and required technology for implementation (i.e. devices and headphones). IXL-Computer Learning Management System for individualized math goals. (SPED: IXL: $1300 General Budget: Headphones $3,792)

Master schedule, CCF-109, lesson plans, evidence of math groups during math block, classroom observations and season to season MAP Growth data.

Schedules will be revisited monthly by special education teachers. Administration will monitor through lesson plans, observations and monthly meetings.

In Progress

Comments:

Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible Monitoring Status

3.2 Family Engagement (Required) Continuation From Last Year: NCCAT-S Indicators: N/A

Comments:

3.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: NCCAT-S Indicators: N/A

Comments:

3.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators: In Progress

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)

General Budget $20,000 Reach for Reading Series for grade K-5. Goals 1 and 3General Budget $3,467.00 School-Wide Lexia program and 4 days of staff development training for teachers. Goal 1

SB178 $93,367 Interventionist utilized to pull students in each grade level below the 40th percentile to increase reading achievement. Goal 1

General Budget 2788.90 Reading A to Z (20 Licenses) to assist teachers in providing small group interventions. Goals 1 and 3

Special Education Budget $1300.00 IXL program used to assist students struggling in math and reading based on their IEP goals. Goal 3

SB178 $13,433 School-Wide Lexia program and 4 days of staff development training for teachers. Goal 1General Budget $3792 Individual student headphones to use with Lexia and IXL. Goals 1, 2 and 3



Plan for improving the school climate

Goal:Increase the amount of technology in the building that works to decrease the number of unhappy staff members that disagreed that the school's equipment worked from 15% to 0% by 2019 as measured by the district staff climate survey.

Action Plan: How will this plan improve the school climate?Increasing the amount of updated and new technology school-wide will allow teachers to successfully teach the standards utilizing technology without the frustration of it breaking down or not working.

Monitoring Plan: How will you track the implementation of this plan?A spreadsheet will be kept of current technology and where it is located. All technology will be distributed throughout the school for easy access to all teachers and students. The school tech will ask to have our district technology refresh happen earlier than planned

Evaluation Plan: What data will you use to determine if the climate of the school has been improved through the implementation of this plan?Use of the district staff climate survey. Inventory of working technology in the building by May 2020.



APPENDIX A - Professional Development Plan

1.1Teachers will receive professional development opportunities on effective implementation of NVACS using Reach for Reading, Lexia, student discourse, partnering with families to support literacy, Literacy Instruction Framework, listening and speaking across all content areas, and instructional resources. Literacy interventionist that will provide interventions to students performing below the 21st percentile.

Goal 1 Additional PD Action Step (Optional)

2.1Teachers will receive professional development opportunities on effective implementation of NVACS, student discourse, partnering with families to support math instruction, listening and speaking across all content areas, writing constructive responses, and instructional resources. Increase quality and alignment of NVACS in Tier 1 math instruction through training 100% of kindergarten though 5th grade teachers in research based math practices and Number Talks. Consistently deliver high-quality Tier 1 instruction of NVACS at the appropriate level of rigor through aligned curriculum/materials (Engage NY, Constructed Responses and Number Talks)as evidenced by lesson plans, SLG data, pacing calendars, PLC minutes, assessments and classroom observations.


3.1Special education teachers will collaborate with general education teachers to adjust group schedules to maximize student exposure to grade level content area instruction. Classroom teachers will use MAP Growth data to design differentiated math groups during Tier 1 instruction to address skill deficits and increase access to grade level content. Classroom teachers will use MAP Accelerator to individualize topics for remediation.




APPENDIX B - Family Engagement Plan

1.2Provide parents with intervention and enrichment strategies during math night, Alamo Family Night, and utilize parent volunteers for sight word and fluency. Collaborate with families to support literacy development through informational meetings and content area nights.

Goal 1 Additional Family Engagement Action Step (Optional)

2.2Provide parents with intervention and enrichment strategies during math night and utilize parent volunteers for math fact and math vocabulary. Collaborate with families to support math development through informational meetings and family math nights.


3.2




APPENDIX C - Monitoring/Evaluation

Priority Need/Goal 1Priority Need/Goal 1:Increase the percent of 3rd grade students proficient in ELA from 49% to 55% by 2019 as measured by state summative assessments.

Measurable Objective(s):

Increase the percent of K-2nd grade students above the 40th percentile in reading from 67% (Fall) to 77% (Spring) as measured by MAP Growth Assessments.Increase the percent of K - 2nd grade students meeting growth projections in reading from 55% (Fall) to 80% (Spring) as measured by MAP Growth Assessments.

StatusIn Progress

Comments:

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

Mid-Year End-of-Year

1.1Teachers will receive professional development opportunities on effective implementation of NVACS using Reach for Reading, Lexia, student discourse, partnering with families to support literacy, Literacy Instruction Framework, listening and speaking across all content areas, and instructional resources. Literacy interventionist that will provide interventions to students performing below the 21st percentile.

In Progress

Progress

Barriers

Next Steps

1.2 Provide parents with intervention and enrichment strategies during math night, Alamo Family Night, and utilize parent volunteers for sight word and fluency. Collaborate with families to support literacy development through informational meetings and content area nights. In Progress

Progress



Barriers

Next Steps

1.3

Implement intervention/enrichment strategies for students in the area of ELA. Utilize collaborative structures, SMART Boards and discussion stems to increase student engagement and discourse. Reading intervention program aligned to the NVACS for students in grades K-5. Strategist to provide targeted literacy instruction for our fourth grade struggling readers. Modeled lessons by Learning Strategist in ELA NVACS for staff (Cohort B).

N/A

Progress

Barriers

Next Steps

1.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 2Priority Need/Goal 2:All students will increase proficiency in math from 48% to 52% as measured by state summative assessments.


Increase the percent of 1-2nd grade students above the 40th percentile in math from 62.5% (Fall) to 65% (Spring) as measured by MAP Growth Assessments. Increase the percent of 3-5th grade students above the 40th percentile in math from 65% (Fall) to 68% (Spring) as measured by MAP Growth Assessments.Increase the percent of K-4th grade students meeting growth projections in math from Spring 2018-2019 to Spring 2019-2020. Kindergarten: 66% (Spring 2019) to 72% (Spring 2020) 1st : 65% (Spring 2019) to 71.5% (Spring 2020) 2nd: 44% (Spring 2019) to 48.4% (Spring 2020) 3rd: 56% (Spring 2019) to 61% (Spring 2020) 4th: 60% (Spring 2019) to 66% (Spring 2020)

StatusIn Progress

Comments:



2.1

Teachers will receive professional development opportunities on effective implementation of NVACS, student discourse, partnering with families to support math instruction, listening and speaking across all content areas, writing constructive responses, and instructional resources. Increase quality and alignment of NVACS in Tier 1 math instruction through training 100% of kindergarten though 5th grade teachers in research based math practices and Number Talks. Consistently deliver high-quality Tier 1 instruction of NVACS at the appropriate level of rigor through aligned curriculum/materials (Engage NY, Constructed Responses and Number Talks)as evidenced by lesson plans, SLG data, pacing calendars, PLC minutes, assessments and classroom observations.

N/A

Progress

Barriers

Next Steps



2.2 Provide parents with intervention and enrichment strategies during math night and utilize parent volunteers for math fact and math vocabulary. Collaborate with families to support math development through informational meetings and family math nights. N/A

Progress

Barriers

Next Steps

2.3Implement intervention/enrichment strategies for students in the area of math. Utilize collaborative structures, SMART Boards and discussion stems to increase student engagement and discourse in math. Focus teacher SLG's school-wide on writing a math constructive response. Tier 1 differentiated groups in math grades 1-5.

N/A

Progress

Barriers

Next Steps

2.4 N/A

Progress

Barriers

Next Steps




Priority Need/Goal 3Priority Need/Goal 3:Special education students will increase proficiency in math from 10.5 % to 12.5% by 2019 as measured by state summative assessments.


Decrease the number of 1st - 5th grade special education students achieving below the 25th percentile in math from 73% (Fall) to 66% (Spring) as measured by the MAP Growth K-2 and 2-5 mathematics assessments.Increase the percentage of kindergarten - 5th grade special education students meeting growth projections in math from 37% (Spring 2019) to 41% (Spring 2020) as measured by MAP Growth K-2 and MAP Growth 2-5 Mathematics assessments.

StatusIn Progress

Comments:



3.1

Special education teachers will collaborate with general education teachers to adjust group schedules to maximize student exposure to grade level content area instruction. Classroom teachers will use MAP Growth data to design differentiated math groups during Tier 1 instruction to address skill deficits and increase access to grade level content. Classroom teachers will use MAP Accelerator to individualize topics for remediation.

Progress

Barriers

Next Steps

3.2



Progress

BarriersNext Steps

3.3

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps



school performance plan...school performance plan school name alamo, tony es address (city, state,...

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