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 2025-2026 school year.
Focus Areas
Safe and Healthy Schools
Theory of Action
IF student are expected to write and reflect on their learning and this information is shared with families, THEN families will better understand how their children are being prepared for the next grade.
IF student are expected to write and reflect on their learning and this information is shared with families, THEN families will better understand how their children are being prepared for the next grade.
Problems of Practice
29% of families responded negatively in regard to their student being academically well-prepared for the following year as measured by the Panorama survey.
38% of students responded favorably to the question about students respecting one another at school as measured by the Panorama survey.
Goals
Students will share their learning with the families.
Students will share their kindness, and overall student respect for one another will improve.
Strategies & Change Ideas
Differentiation, Remind posts from teachers, Parent/Teacher Conferences, Celebration of Learning, Survey at Conferences.
Develop a system for acknowledging kind acts and acknowledging kindness and respect weekLy at our All School Meeting.
Measures
Panorama Survey, Mid-Year Survey for families, frequency of Remind Posts, and communication home to parents from teachers
Human, Materials, etc.
Surveys, ALL students, ALL staff, work sent home, remind posts from teachers
Academic Achievement
Theory of Action
IF all students persevere through writing, which will be taught and assessed by all teachers through explicit tracking and progress monitoring, THEN students' writing ability will improve to 80% as measured both by length of writing and quality of their writing.
Problems of Practice
Students' ability to write for sustained periods of time is limited. When writing, students are not showing evidence of strong writing skills.
Goals
By June 2026, 100% of students will show growth as evidenced in their daily journal writing and trimester assessments in their Writing and their ability to sustain the task.
Strategies & Change Ideas
- Grammar and usage instruction, prewriting, writing, revising instruction, goal setting, and feedback to students.
- Attend professional development focusing on IM Program
- Provide consistent coaching in math
- Record, track, and analyze math data via end of unit assessments
- Differentiate instruction and intervention based on data
Measures
Grammar and usage instruction, prewriting, writing, revising instruction, goal setting, and feedback to students.
MAPS, USNS, end of unit assessments in Illustrative Math
Human, Materials, etc.
ILT teams, K-6 teachers, interventionists, specialists, counselors, nurse, ALL staff, coaches.
Data Teams, Intervention Teachers, Classroom Teachers, Math Coach, Principal.
Glossary
Glossary of Terms
- Academic Achievement
- Belonging
- CIP (Continuous Improvement Plan)
- DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
- ELA (English Language Arts)
- Engagement
- Equity Goal
- MAP (Measures of Academic Progress)
- Panorama Student Climate Survey
- Problem of Practice
- Responsive and Restorative Practices
- Scope and Sequence
- SEL (Social-Emotional Learning)
- Stereotype Threat
- Theory of Action
- VTCAP (Vermont Comprehensive Assessment Program)