Our Continuous Improvement Plan (CIP)

Our Continuous Improvement Plan (CIP) helps us set goals to improve learning, student well-being, and school success. It focuses on identifying what students need, setting priorities, and taking actions to make things better for everyone in our schools.

This plan follows the Vermont Agency of Education’s guidelines to make sure schools use data and evidence to guide decisions. Our main goal is to create positive changes that help all students succeed, feel supported, and stay engaged in learning.

The sections below explain our key areas of focus, including goals, strategies, and how we will measure success for the 2024-2025 school year.

Focus Areas

Safe and Healthy Schools

Theory of Action

IF we administer the assessment in the Fall and then again in the Spring, assessing the same cohort, THEN we will see a positive shift in data. IF we hold more whole school/community-building activities, THEN we will see an increase in students' excitement to come to school. IF we engage parents, THEN students will share their school experiences at home.

Problems of Practice

In Spring 2024, 45% of 3rd and 4th graders responded favorably in the area of engagement.

Goals

By June 2025, 70% of our students will respond favorably in the area of Engagement as measured by the Student Climate Survey.

Strategies & Change Ideas

1. Invite families in for All School Meetings, lunch, and classroom events.

2. Staff will: share assessment data with students and set goals for their learning based upon the data, provide opportunities for students to self-assess their own learning given established success criteria.

Measures

Panorama Student Climate Survey (3rd and 4th grade); record of opportunities provided to families to come into the school and attendance at each activity; learning walk data focused on success criteria; self-reports, supported by evidence, of developing student ownership of learning.

Human, Materials, etc.

Staff, Administrators, SU office.

Academic Achievement

Theory of Action

IF we continue to implement research-based curriculum (e.g., UFLI, Rewards, new reading program), engage in professional learning to deepen our knowledge base, use data to drive our instruction, and provide support to teachers, THEN student achievement and individual growth will increase. Additionally, IF we systematically record, track, and analyze our math data (Illustrative end of unit, USNS) and provide differentiated instruction and interventions based on the data, THEN student achievement and individual growth will improve.

Problems of Practice

MAP Spring 2024: 61% K-4 proficient.

Goals

By June 2025, 100% of our students will show growth as measured by MAP, and we will increase overall proficiency by 20%

Strategies & Change Ideas

1. Implement research-based curriculum;
2. PL given curriculum;
3. Systematically record, track and analyze assessment data to provide differentiated instruction and interventions;
4. Implement a limited set of tools to support comprehension;
5. Agreement to protect instructional time;
6. Staff will: share assessment data with students and set goals for their learning based upon the data, provide opportunities for students to self-assess their own learning given established success criteria.

Measures

MAP, DIBELS, end of unit data; learning walk data focused on success criteria; self-reports, supported by evidence, of developing student ownership of learning.

Human, Materials, etc.

Staff, administrators, SU office, math and literacy programming.

Equity Goal

Theory of Action

IF we continue to implement RC with fidelity, THEN there will be more positive relationships. IF we formalize a way for students to have a voice (e.g., Restorative practices, conflict resolution, SEL texts, SEL needs assessment to develop better-informed curriculum), THEN students will feel respected, understood, and supported.

Problem of Practice

Spring 2024: 71% of 3rd and 4th graders responded favorably in the area of Belonging.

Goal

By June 2025, 80% of our students will respond favorably in the area of Belonging as measured by the Student Climate Survey.

Strategy & Change Ideas

1. Define respect (look like/sound like), celebrate respectful actions (shout out wall, All School Meeting recognitions, etc.), provide opportunities for students to practice, develop, and grow respectful conduct.

2. Staff to engage in professional learning specific to conflict resolution and then teach, model, and provide opportunities for students to practice conflict resolution strategies.

Measures

Panorama Student Climate Survey (3rd and 4th grade); SWIS/Panorama data; evidence of actions taken with regard to respect and conflict resolutions.

Human, Materials, etc.

Staff, Administrators, SU Office.