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: 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%.

Problems 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.)

In Spring 2024, an average of 64% of WNESU students responded favorably in the area of Belonging (defined as how much students feel that they are valued members of the school community.)

In Spring 2024, an average of 30% of WNESU students responded favorably in the area of Belonging (defined as how much students feel that they are valued members of the school community.)

Goals

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.

By June, 2025, 77% of our students in grades 3-5 will respond favorably in the area of Belonging as measured by Panorama climate surveys.

By June, 2025, 36% of our students in grades 6-12 will respond favorably in the area of Belonging as measured by Panorama climate surveys.

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 and
Differentiating opportunities for demonstrating proficiency across content areas.

Academic Achievement

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,
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.

Problems 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 grqades K-6 met or exceeded the benchmark, indicating little or no risk for reading challenges.

In Spring, 2024 ,44% of students in grades 3-11 demonstrated proficiency in MAP Math and 50% of students met or exceeded the average growth from Spring, 2023-2024.

Goals

By June, 2025, 52% of students will demonstrate proficiencey (above the 40th %tile) 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.

By June, 2025, 54% of students in grades 3-11 will demonstrate proficiencey (above the 40th %tile) in math based on MAP achievement scores and 60% will meet or exceed the average growth from Spring, 2024-2025.

Strategies & Change Ideas

Develop a consistent instructional model that includes:

Common instructional and assessment practices,
Common scope and sequence,
Equal attention to math and literacy implementation of instructional practices
A consistent system for supervision and evaluation

Equity Goal

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%.

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.

Goal

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

Strategy & 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.