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 all staff/classrooms follow the Skillstreaming Curriculum of Social/Emotional Learning, and we make this a group focus as a whole school, THEN more students will report feeling more engaged within classrooms across CES.

Problems of Practice

On the Panorama Student Survey, 42% of CES students surveyed (3rd and 4th graders) responded favorably regarding feeling engaged at CES. This was down 6 percentage points from last year.

Goals

By June 2025, CES student survey results will demonstrate a 20% growth in students who reported favorably as being invested and engaged. Each Monday Morning Meeting will introduce a certain SEL (Kindness, empathy, etc.) skill that will be the focus across all classrooms throughout the week. We will do shout-outs for students who exemplify these characteristics and anticipate a 20% improvement in favorable responses by students on our Panorama Student Survey.

Strategies & Change Ideas

By beginning our week with school-wide meetings, CES will focus on an SEL skill each week. Staff across each grade level and classroom will utilize uniform language to keep terminology and expectations consistent, positive, and student-friendly.

Measures

Panorama Student Surveys

Human, Materials, etc.

Skillstreaming tools for SEL work, workbooks for staff/classrooms, 2nd Step crosswalk with work done by School Counselors in the SEL classroom time in each homeroom.

Academic Achievement

Theory of Action

IF all teachers at the Tier 1 instructional level focused on further differentiating the needs of all learners AND utilized a revised schedule to allow for a more concentrated block of time within math instructional time, THEN student proficiency will increase by 20%.

Problems of Practice

In spring 2024, only 28% of CES' K-4 students demonstrated proficiency on DIBELS. On Spring ELA MAPs, K-1, 28% were proficient while 42% of students in grades 2-5 scored in the proficient range.

Goals

By June 2025, 100% of all CES students will demonstrate growth in Math, as evidenced by MAPs and USNS. 74% of students will be proficient, which is an increase of 20 percentage points in student proficiency.

Strategies & Change Ideas

Student math schedules need a concentrated block of time to ensure Tier 1 instruction is meeting the needs of all learners. Students will remain in their classrooms for a longer concentrated block of instruction at the Tier 1 level. Intervention times will be adjusted by grade level, not by homeroom, to allow for more concentrated interventions across all tiers.

Measures

MAP, USNS, revised class schedules for teachers with a concentration of time at the Tier 1 level, prior to intervention time at the tiers 2 and 3 levels.

Human, Materials, etc.

Classroom teacher, Para, Tier 1 instructional PD, Interventionists, data specialist work on DM Schedules with a focus on concentrated blocks of instruction and intervention times.

Equity Goal

Theory of Action

IF all staff are using Responsive Classroom (RC) language (Reminding, Redirecting, and reinforcing) and protocols (Morning Meeting, Energizers, Activators), THEN students will understand school-wide expectations and report a greater sense of belonging on our student survey.

Problem of Practice

54% of CES students responded favorably in the area of Student Belonging. This was down 14% from last year's rating.

Goal

By June 2025, CES student survey results will demonstrate a 20% growth in students who report a favorable sense of belonging.

Strategy & Change Ideas

Through a Responsive Classroom lens, all staff will use RC language consistently across all aspects of the day (Classrooms, specialists, interventionists, custodians, paraprofessionals, etc.).