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24-25 Continuous Improvement Plan (CIP)

WNESU 2023-25: Continuous Improvement Plan

Safe and Healthy Schools

Problem of Practice

In Spring 2024, 48% of WNESU students in grades 3-5 responded favorably in the area of Engagement (defined as how attentive and invested students are in school). In Spring 2024, 17% of WNESU students in grades 6-12 responded favorably in the area of Engagement (defined as how attentive and invested students are in school).

Theory of Action

If we develop a model for students to actively direct their own learning, the number of students responding favorably in the areas of engagement and belonging will increase by 20%.

Prioritized SU Goal

By June 2025, 58% of our students in grades 3-5 will respond favorably in the area of Engagement as measured by Panorama climate surveys. By June 2025, 21% of our students in grades 6-12 will respond favorably in the area of Engagement as measured by Panorama climate surveys.

Prioritized Strategies/Change Ideas

Develop a model for supporting students to actively direct their own educational experience by implementing the following:

  • Including students’ voice in decisions
  • Embedding multiple opportunities for choice
  • Implementing Responsive and Restorative practices
  • Differentiating opportunities for demonstrating proficiency across content areas

Measures

Panorama Student Climate Survey

Human, Materials, etc.

Staff, Administrators, Counselors, RP Coordinator, Director of Student and Family Systems, Director of Instruction, Superintendent, Panorama, Responsive Classroom, and additional support materials.

Academic Achievement

Problem of Practice

In Spring 2024, 42% of WNESU students in grades K-11 demonstrated proficiency in MAP ELA and 52.3% of students met or exceeded the average growth from Spring 2023-2024. According to DIBELS, 42% of elementary students in grades K-6 met or exceeded the benchmark, indicating little or no risk for reading challenges.

Theory of Action

If we develop a consistent instructional model that includes a common set of instructional and assessment practices, a common scope and sequence, and a consistent system for supervision and evaluation, the percentage of students demonstrating proficiency in math and reading will improve by 10 percentage points as measured by MAP and DIBELS.

Prioritized SU Goal

By June 2025, 52% of students will demonstrate proficiency (above the 40th percentile) in ELA based on MAP achievement scores and 52% of elementary students will meet or exceed DIBELS benchmark scores. 62% will meet or exceed the average growth from Spring 2024-2025 based on MAP ELA.

Prioritized Strategies/Change Ideas

Develop a consistent instructional model that includes common instructional and assessment practices, a common scope and sequence, equal attention to math and literacy implementation of instructional practices, and a consistent system for supervision and evaluation.

Measures

K-11th MAP, K-6th DIBELS

Human, Materials, etc.

Staff, Administration, Director of Instruction, Instructional Coach, Superintendent, MAP, DIBELS, Math and Literacy programming.

Equity Goal

Problem of Practice

Gaps across grade levels in ELA and Math proficiency persist between our marginalized students and their peers. Based on VT-CAP results from Spring 2023, 26% of the students who were identified as economically disadvantaged demonstrated proficiency in ELA and 13% demonstrated proficiency in math. In contrast, 34% of students not identified as economically disadvantaged demonstrated proficiency in ELA and 32% demonstrated proficiency in math.

Theory of Action

If we center the needs of our most minoritized students in all data-based discussions and actively work to disrupt stereotype threat, then gaps in ELA and Math proficiency between minoritized students and their peers will decrease by 20%.

Prioritized SU Goal

By June 2025, gaps in ELA and Math between our marginalized students and their peers will decrease by 20%.

Prioritized Strategies/Change Ideas

Develop systems to allow staff and administrators to readily view and discuss disaggregated data on a regular basis. Actively work to disrupt stereotype threat through professional development for our administrative team and staff.

Measures

MAP, DIBELS, Panorama

Human, Materials, etc.

Technology Director, Director of Instruction, Director of Student and Family Systems, Superintendent, Data Coordinators, and DEI contracted services.