2019-2020 Campus Improvement Plan Vaughan Elementary …...4. Vaughan has systems in place to...

Allen Independent School District

Vaughan Elementary

2019-2020 Campus Improvement PlanAccountability Rating: A

Distinction Designations:Academic Achievement in English Language Arts/Reading

Academic Achievement in MathematicsAcademic Achievement in Science

Top 25 Percent: Comparative Academic GrowthPostsecondary Readiness

Board Approval Date: September 23, 2019

Vaughan ElementaryGenerated by Plan4Learning.com 1 of 22

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Mission StatementThe mission of Vaughan Elementary is to develop good citizens and life-long learners

by empowering each to reach his or her full potential in a caring, safe environment.

VisionVaughan is committed to developing good citizens and life-long learners

who will make a positive impact on our ever changing world

Value StatementVaughan has been known for its SAFE, CARING culture and environment since its opening in the fall of 1989. As we look to the future of our school, the

faculty and staff believe that this tradition must continue on behalf of the students we will influence in the years to come.

We believe:

C Children are our chosen customers, and we provide the most significant service to them.A All children can learn and deserve the highest quality education.R Relationships based on respect and trust are essential to our task.

I Interesting and engaging work will lead to deeper understanding and learning for children.N Nothing is impossible when we work as a team.

G Grace is given to all... Each day is a new beginning.

&

S Safety and security are a top priority.A Affirmation of individual and collective success and effort occurs at all levels.F Friendliness, integrity, and citizenship are fundamental to developing leaders.

E Every decision is based on what is best for children!

Vaughan Viking Student Creed:


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Vaughan Vikings Sail! We ...

S Strive for success,

A Always have a positive attitude,

I Inspire and respect others, and

L Love Learning!


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Table of Contents

Comprehensive Needs Assessment 5Demographics 5Student Academic Achievement 7School Processes & Programs 9Perceptions 11

Priority Problem Statements 13Comprehensive Needs Assessment Data Documentation 14Goals 16

Goal 1: Cultivate innovation and increase student success by engaging students in rigorous and relevant learning experiences that will prepare themfor graduation and post-secondary success. 16Goal 2: Promote and nurture collaborative relationships essential for successful students and schools. 20Goal 3: Ensure efficient, effective processes to support management of operations and utilization of resources to maximize learning for all studentsand staff. 21

Campus Funding Summary 22


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Comprehensive Needs Assessment

Demographics

Demographics Summary

Vaughan Elementary is a 30 year old, K-6 campus in Allen ISD. Vaughan has not been part of district campus boundary changes in the pastten+ years. Student enrollment has declined during that period, most likely because it is a well established neighborhood with families whohave elected to remain in the area. Vaughan increased its enrollment for the 2016-2017 school year by approximately 200 students, as ithoused the district's first GATE Academy for students in grades one through five. Campus enrollment again increased by 50 for the2017-2018 school year as the GATE Academy welcomed the addition of two 6th grade classrooms. Gifted students from all 18 elementaryschools make up the GATE Academy, with the majority of those students traveling to and/or from school on buses provided by the district.Approximately 414 students are enrolled in the general education classrooms at Vaughan. Those students live primarily in single familyhomes, as there is only one apartment complex in the Vaughan attendance zone. Homes currently range in value from approximately$150,000 to $350,000. Vaughan was fully renovated during the summer of 2016. This renovation transformed areas of the building toaccommodate 12 GATE classrooms.

According to the 2018-2019 PEIMS Student Demographic report, Vaughan had 722 students. Of those 722 students, 11% were AfricanAmerican, 17% Hispanic, 41% White, 0% American Indian, 25% Asian, 0% Pacific Islander, and 5% two or more races. There were 20%considered Economically Disadvantaged, 7% English Language Learners, and 9% Special Education.

At Vaughan Elementary, staff quality is an important factor in promoting student success on our campus. All teachers and paraprofessionalsat Vaughan are highly qualified. Teachers are ESL certified. In addition, GATE teachers are certified in gifted education, and all staff is incompliance with gifted training. Various activities, such as Sunshine Committee events and team building activities are held on campus topromote team building and a family-type atmosphere.

Demographics Strengths

Vaughan Elementary has many strengths. Some of the most notable strengths include:

1. Vaughan increased enrollment with the addition of approximately 250 gifted and talented students to the GATE Academy.

2. Vaughan continues to have a high attendance rate. The campus attributes this to a strong partnership with families and a focus on high


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quality education.

3. Vaughan parent surveys in previous years have routinely been positive.

4. Vaughan has systems in place to support new staff and teachers (i.e. mentors, building buddies, and new teacher training).

5. Vaughan provides consistent team and morale building activities.

6. Vaughan provides a staff development plan based on campus and district needs as determined by data.

7. Vaughan offers many diverse programs and after school clubs for our students to engage in a variety of learning opportunities and fosterfriendships (i.e. STEAM Club, Robotics Club, Chess Club, Vaughan Cares Club, Environmental Club, UIL).

Problem Statements Identifying Demographics Needs

Problem Statement 1: Students who are identified as at-risk are struggling to reach the expected academic growth on STAAR.


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Student Academic Achievement

Student Academic Achievement Summary

All schools in Texas must meet standards set in three state accountability domains. For the 2018-2019 school year, Vaughan Elementaryreceived an 'A' rating on the overall accountability summary.

Overall - Scaled Score 92 - Rating = A

Student Achievement - Scaled Score 93 - Rating = A

School Progress - Scaled Score 89 - Rating = B

Closing the Gaps - Scaled Score 90 - Rating = A

Student Academic Achievement Strengths

A thorough analysis of Vaughan Elementary student achievement reveals the following areas of strength:

Achieving an 'A' for an overall rating for the state accountability system.Vaughan Elementary earned five of the six Distinction Designations we were eligible to earn.

Earned Distinction Designations - ELA/Reading, Mathematics, Science, Comparative Academic Growth, and PostsecondaryReadiness

Vaughan Elementary overall had an increase of 5% of students approaching standard on the most recent 4th grade Writing STAARadministration.

2018-2019 STAAR Reading Performance SummaryApproaches Grade Level

(Passing)Meets Grade Level Masters Grade Level

3rd Grade 87% 64% 53%4th Grade 83% 65% 45%5th Grade 94% 79% 62%6th Grade 93% 77% 49%


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2018-2019 STAAR Math Performance SummaryApproaches Grade Level


3rd Grade 87% 70% 48%4th Grade 96% 74% 57%5th Grade 94% 83% 68%6th Grade 97% 87% 69%

2018-2019 STAAR Writing Performance SummaryApproaches Grade Level


4th Grade 83% 58% 29%

2018-2019 STAAR Science Performance SummaryApproaches Grade

Level (Passing)Meets Grade Level Masters Grade

Level5th Grade 91% 79% 46%

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: Students identified as Economically Disadvantaged, EL, and/or SPED have shown a decrease in the number of students makingexpected academic growth in reading and/or math. Root Cause: We often focus on getting our special groups to meet the passing standard and not as muchon making growth as determined by progress measure.


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School Processes & Programs

School Processes & Programs Summary

Vaughan Elementary is focused on putting students first. Teachers and administrators work together to make instructional decisions thatsupport students and instruction. Our staff regularly reviews student assessments in order to provide targeted instruction for improvementduring instruction, intervention, and tutoring. Campus instructional coaches work with teams to analyze data and plan for differentiatedinstruction to meet students' needs. Core SIT (Student Intervention Team) meets to discuss student and teacher needs to promoteachievement. Student learning needs and expected outcomes for achievement are discussed during professional development, grade levelplanning, Core SIT meetings, data talks, professional learning, and instructional activities. When our students are not making progress orstruggling socially or emotionally, we conduct a Student Intervention Team meeting or a review ARD/504 staffing/meeting to makeadjustments to help them grow.

In efforts to equip our students with opportunities to be innovative with technology, Vaughan is providing our staff with training opportunitieson a wide range of technology resources. With the recent renovation in 2016, each classroom has easy access to technology devices inaddition to class sets of desktops in the library and computer lab. The classrooms at Vaughan are equipped with interactive whiteboards thatare routinely utilized by teachers and students.

School Processes & Programs Strengths

Use of various forms of data to drive our conversations and instructionUse of differentiated instructional practicesGrade levels collaboratively design lessons to meet multiple learning stylesTeam planning times are used effectively to design lessonsAssessments are aligned to state standardsEL and Special Education inclusion support services are aligned with classroom instructionStructured intervention/enrichment times for students are held on a daily basisData talks are led by instructional leadership with necessary teachers to review data and develop intervention plansRTI supports overall campus growth in all gradesSocial Emotional Learning provided weekly by all teachersStrong communication between teams, teachers and administrationCommunity supportTeachers feel as though they have a voiceTutoring is provided after school for additional targeted supportCommon team planning time is dedicated for collaboration


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Regular data meetings are held to review student progressAll teachers have a variety of options for what technology they want to use in their classroomStudents have access to various devices

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: A larger percentage of students are struggling to respond appropriately in certain situations and are lacking the ability to understandthe impact their reaction may have on others. Root Cause: Students are lacking the social emotional skills to be able to handle certain situations.


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Perceptions

Perceptions Summary

Our campus mission is "Vaughan Elementary develops good citizens and life-long learners by empowering each to realize his or her fullpotential in a caring, safe environment". Our staff and community have embodied this mission which is evidenced by the way staff andstudents interact with each other and participate in many after school clubs and programs which support the varied interests of our students.We are committed to creating a supportive environment focused on learner-centered instruction for staff and students, built on character, anddeveloped through professional growth and collaboration with colleagues, parents, and the community with the common purpose ofsupporting students in becoming engaged and successful learners and citizens.

We are continuing to increase efforts to communicate with families and community stakeholders in a variety of ways. In an effort to increaseparental involvement and engagement, we are continuing to identify and offer activities that will help achieve increases in these areas. Theschool and PTA offer various opportunities for parents and community members to be involved. The campus website and calendar are keptup to date with the latest happenings at Vaughan. We make sure that our routines are consistent, including our weekly Wednesday folders.

Perceptions Strengths

Vaughan Elementary embraces a culture in which personal and academic achievement is fostered for all students.

Varied after school programs/clubs that meet varied social, emotional and academic needs of students and multiple family events thatencourage community involvementStudents and staff feel safe on campus at Vaughan due to effective procedures and drill practice as evidenced by campus safety auditsPurposeful collaborative activities that promote positive communication and problem solvingTo support students social-emotional learning, Vaughan utilizes the Second Step program and a variety of other character buildinglessons/resources

To enhance parental and community engagement, Vaughan provides:

Multiple opportunities to volunteer on campusWATCH D.O.G.S. ProgramRoutine communication with families in various formatsVarious family events


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Problem Statements Identifying Perceptions Needs

Problem Statement 1: Due to our diverse population and students coming from various campuses across the district, it is more difficult for families to feelimmersed in our school culture. Root Cause: There are increased levels of conflict with family schedules and other commitments when seeking to engagefamilies from across the district.


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Priority Problem Statements

Problem Statement 1: Students identified as Economically Disadvantaged, EL, and/or SPED have shown a decrease in the number of students makingexpected academic growth in reading and/or math.Root Cause 1: We often focus on getting our special groups to meet the passing standard and not as much on making growth as determined by progressmeasure.Problem Statement 1 Areas: Student Academic Achievement

Problem Statement 2: A larger percentage of students are struggling to respond appropriately in certain situations and are lacking the ability to understandthe impact their reaction may have on others.Root Cause 2: Students are lacking the social emotional skills to be able to handle certain situations.Problem Statement 2 Areas: School Processes & Programs

Problem Statement 3: Due to our diverse population and students coming from various campuses across the district, it is more difficult for families to feelimmersed in our school culture.Root Cause 3: There are increased levels of conflict with family schedules and other commitments when seeking to engage families from across thedistrict.Problem Statement 3 Areas: Perceptions

Problem Statement 4: Students who are identified as at-risk are struggling to reach the expected academic growth on STAAR.Root Cause 4:Problem Statement 4 Areas: Demographics


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Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus Performance Objectives Summative Review from previous yearCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataStudent Achievement DomainStudent Progress DomainClosing the Gaps DomainComprehensive, Targeted, and/or Additional Targeted Support Identification dataAccountability Distinction DesignationsFederal Report Card Data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR EL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsStudent Success Initiative (SSI) data for Grades 5 and 8Local diagnostic reading assessment dataSSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)Local benchmark or common assessments dataIstation Indicators of Progress (ISIP) reading assessment data for Grades PK-2

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsSpecial programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student group


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Economically disadvantaged / Non-economically disadvantaged performance and participation dataSpecial education/non-special education population including discipline, progress and participation dataAt-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility dataEL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, and gender dataGifted and talented dataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Attendance dataMobility rate, including longitudinal data

Employee Data

Professional development needs assessment data

Parent/Community Data

Community surveys and/or other feedback


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GoalsRevised/Approved: September 23, 2019

Goal 1: Cultivate innovation and increase student success by engaging students in rigorous and relevantlearning experiences that will prepare them for graduation and post-secondary success.

Performance Objective 1: Vaughan Elementary will use assessment data to inform instructional decision-making for core instruction and targetedintervention/enrichment to increase overall academic achievement of all students.

Evaluation Data Source(s) 1: classroom, district, and state assessment data, observations, lesson plans, attendance, tutoring attendance,progress monitoring, DRA2, iStation

Summative Evaluation 1: Met Performance Objective

Strategy Description Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeDec Mar May May

1) Vaughan Elementary will set up a purposeful systemof academic intervention/enrichment support duringregular school hours for all students.

Grade LevelTeachers, SSI, CIS,InstructionalCoaches,InstructionalSpecialists andAdministration

Thorough and more rigorous planning to meet variedneeds of students and promote increased achievement.

2) Vaughan Elementary staff will meet every 6-8 weekswith campus instructional coaches and/or districtinstructional specialists to plan intervention/enrichmentand classroom lessons to support best practices andstudent growth.




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3) Analyze campus and district data to plan forinstruction during our Focus block to consistently meetdifferentiated needs of all students.

Administration,InstructionalCoaches, SpecialArea Staff, andClassroom Teachers

Close achievement gaps to help students master gradelevel curriculum successfully.

4) Provide supplemental experiences for gifted learnerssupporting enrichment opportunities promoting criticaland creative thinking.

GT InstructionalSpecialist, CampusAdministrators,District GTCoordinator, andGATE teachers

Additional enrichment opportunities for gifted andtalented students.

Funding Sources: Gifted/Talented - 851000.005) Provide supplemental learning experiences andservices for identified at-risk students promotingacademic achievement progressing towards high schoolgraduation.

CIS, SSI Teacher,CampusAdministration, andInstructionalCoaches

Increase in performance of at risk students on district andstate assessments over time.

Funding Sources: Comp Ed - 147000.00, School Excellence Initiative - 9030.006) Provide supplemental learning experiences andservices for identified at-risk EL students promotinglanguage acquisition and academic achievement tosupport them in progressing towards high schoolgraduation.

CIS, SSI Teacher,CampusAdministration,ESL Teacher, andInstructionalCoaches

Increase in performance on district and stateassessments.

Funding Sources: Title III - 1500.007) Provide supplemental learning experiences andservices for special education students to supportindividual learning needs.

SpEd teachers,SpEd InstructionalSpecialist, andCampusAdministrators

Increase in performance of special education students ondistrict and state assessments.

Funding Sources: Special Education - 413000.00

= Accomplished = Continue/Modify = No Progress = Discontinue


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Goal 1: Cultivate innovation and increase student success by engaging students in rigorous and relevant learning experiences that will prepare them forgraduation and post-secondary success.

Performance Objective 2: Vaughan Elementary will maintain or increase the overall 3rd-6th grade STAAR percentage of students achieving "Expected"and "Accelerated" progress.

Evaluation Data Source(s) 2: 2020 STAAR Summary Report

Summative Evaluation 2: Significant progress made toward meeting Performance Objective






2) All teachers will plan and implement small groupinstruction for Gen Ed, GATE and SPED students usinga variety of teaching techniques and strategies to meetthe needs of all students.

Teachers,Administrators, GTInstructionalSpecialist andInstructionalCoaches

Consistent use of small group instruction to meet theneeds of all students.

3) Identify and address areas of improvement needed toclose performance gaps.

Teachers,Administrators,InstructionalCoaches, CIS,Counselor

Increase in targeted instruction to close performancegaps.Vertical team meetings to determine areas in need ofimprovement.

4) Use of tutors and targeted resources to provideadditional academic support for tiered and EL students.

Administrators,CIS,SSI teacher, ELFacilitators,Classroom Teachers

Increase in targeted instruction based on student needswhich will result in higher student achievement.



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Goal 1: Cultivate innovation and increase student success by engaging students in rigorous and relevant learning experiences that will prepare them forgraduation and post-secondary success.

Performance Objective 3: Vaughan Elementary will increase the overall number of students achieving "Meets" or "Masters" level performance on theSTAAR assessment in all subject areas during the 2019-2020 school year.

Evaluation Data Source(s) 3: 2020 STAAR Summary Report







2) All teachers will plan and implement small groupinstruction for Gen Ed, GATE and SPED students usinga variety of teaching techniques and strategies to meetthe needs of all students.

Teachers,Administrators, GTInstructionalSpecialist andInstructionalCoaches

Consistent use of small group instruction to meet theneeds of all students.

3) Identify and address areas of improvement needed toclose performance gaps.

Teachers,Administrators,InstructionalCoaches, CIS,Counselor

Increase in targeted instruction to close performancegaps.Vertical team meetings to determine areas in need ofimprovement.

4) Use of tutors and targeted resources to provideadditional academic support for tiered and EL students.

Administrators,CIS,SSI teacher, ELFacilitators,Classroom Teachers

Increase in targeted instruction based on student needswhich will result in higher student achievement.



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Goal 2: Promote and nurture collaborative relationships essential for successful students and schools.

Performance Objective 1: Vaughan Elementary students will be able to demonstrate self-awareness, self-management, social awareness, relationshipskills, and responsible decision-making.

Evaluation Data Source(s) 1: Number of discipline referrals, student responses in the classroom and within the school community, staff andparent surveys




1) Vaughan Elementary will utilize Second Stepcurriculum to support students in learning social andemotional skills.

Administrators,ClassroomTeachers,Counselors

Increase in students' ability to manage their ownemotions/behavior, empathy, healthy relationships, andgood decision making.

2) Vaughan Elementary will use restorative practicewith students to encourage empathy and kindnesstowards others.


Increase in students' ability to take ownership over poorchoices and work to resolve conflict/make the situationbetter.

3) Vaughan Elementary will increase efforts tocommunicate and engage with families to support SEL.


Increase partnerships between school and home.

4) Provide professional learning opportunities to staffthroughout the year to develop a common language andstrengthen a deeper understanding of SEL.


Create a community of connection through relationshipsto best support students' needs.



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Goal 3: Ensure efficient, effective processes to support management of operations and utilization ofresources to maximize learning for all students and staff.

Performance Objective 1: Vaughan Elementary will empower campus leaders to provide professional development designed to leverage technology thatinspires collaboration, problem-solving, and innovation.

Evaluation Data Source(s) 1:




1) Vaughan Elementary will provide technologytraining to support the use of Google Drive and/orGoogle Classroom, as well as various other technologyresources/applications.

CampusAdministration,Campus Tech,InstructionalCoaches, CampusTech Team, andLibrary MediaSpecialist

Increase student engagement and academic success.Provide additional opportunities for student/teachercollaboration.

2) Vaughan Elementary will support teachers indisseminating data through AWARE to planinstruction/intervention to meet the individual needs oftheir students.

CampusAdministration,CIS, InstructionalCoaches and SSIteacher

Teachers will utilize more sources of information todetermine strengths and/or weaknesses of each student.This information will allow teachers to plan purposefullessons to engage and intervene during classroominstruction, their intervention block, and tutoring.

3) Vaughan Elementary will empower campus leadersto equip our staff with differentiated learningopportunities that target an array of technologyplatforms that promote student innovation andpresentation.

CampusAdministrators,Campus Tech,InstructionalCoaches, CampusTech Team, andLibrary MediaSpecialist

Increase in student innovation, collaboration, andproblem solving skills. Provide additional opportunitiesfor students to have voice and choice over how todemonstrate their understanding of content.



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Campus Funding Summary

School Excellence InitiativeGoal Objective Strategy Resources Needed Account Code Amount

1 1 5 $9,030.00Sub-Total $9,030.00

Comp EdGoal Objective Strategy Resources Needed Account Code Amount

1 1 5 $147,000.00Sub-Total $147,000.00

Title IIIGoal Objective Strategy Resources Needed Account Code Amount

1 1 6 $1,500.00Sub-Total $1,500.00

Gifted/TalentedGoal Objective Strategy Resources Needed Account Code Amount

1 1 4 $851,000.00Sub-Total $851,000.00

Special EducationGoal Objective Strategy Resources Needed Account Code Amount

1 1 7 $413,000.00Sub-Total $413,000.00

Grand Total $1,421,530.00


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Comprehensive Needs AssessmentDemographicsStudent Academic AchievementSchool Processes & ProgramsPerceptions

Priority Problem StatementsComprehensive Needs Assessment Data DocumentationGoalsGoal 1: Cultivate innovation and increase student success by engaging students in rigorous and relevant learning experiences that will prepare them for graduation and post-secondary success.Goal 2: Promote and nurture collaborative relationships essential for successful students and schools.Goal 3: Ensure efficient, effective processes to support management of operations and utilization of resources to maximize learning for all students and staff.

Campus Funding Summary

2019-2020 Campus Improvement Plan Vaughan Elementary …...4. Vaughan has systems in place to...

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