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Principals credit instruction, coaching and family engagement as CCSD posts NSPF gains
Summary
CCSD reported year‑over‑year gains across English language arts, math and science and a notable jump in school star ratings for 2025; four principals described school-level strategies — targeted tier‑1 instruction, PLCs, attendance work and restorative practices — that the district says drove gains.
The Clark County School District presented its 2024–25 student achievement update and Nevada School Performance Framework results at the Oct. 30 board meeting, reporting broad year‑over‑year improvements across multiple measures and a shift in school ratings.
Deputy Superintendent Jesse Welsh and Chief Academic Officer Dustin Mansell highlighted districtwide gains in English language arts and mathematics proficiency and improvements in the NSPF index distribution. Mansell said 48 CCSD schools earned 5‑star ratings in 2025 (up from 28 in 2024); 54 schools earned 4 stars and 73 schools received 3 stars. Mansell and staff attributed the improvement to sustained investments in high‑quality tier‑1 instructional materials (math, science, ELA), targeted coaching and improved teacher hiring and retention.
Four principals whose schools showed material gains described concrete changes behind the metrics. Jane Fernandez of Goldfarb Elementary described a school‑wide "house" system, daily didactic ROAR time for social‑emotional learning and targeted coaching cycles that raised index points from the low 20s to 72.5. Kim Gray of Darnell Elementary said focused data use, tiered intervention and teacher coaching produced a jump from a 1‑star to a 4‑star rating in one year. Abigail Johnson of Fremont Academy credited consistent grade‑level PLCs, backward planning and a large reduction in chronic absenteeism that supported an increase to 4 stars. Tara Powell of Spring Valley High School described expansion of AP/IB and CTE access, PLCs and PBIS that contributed to a 5‑star rating.
Trustees asked how gains were sustained and what supports would scale districtwide. Staff described rollout plans for continued professional learning, coaching, an agenda to expand principal-to-principal mentoring ("What Works for Me in CCSD") and plans to provide principals with clearer budget dashboards and implementation supports tied to the school allocation modernization. The board voted 7–0 to accept the student achievement and NSPF reports.
What this means: CCSD leaders said the data show progress following multi‑year investments in curriculum, coaching and targeted supports; leaders and principals emphasized continued attention to staffing stability and resource alignment to sustain growth.
