Waits River Valley School Continuous Improvement Plan

Initial Plan Development Date: 2/27/2018

Date of Last Revision: March 3, 2020

Schools: BES, BMU, NES, TES, WRVS, OHS, RBCTCl

Title I Schools: BES, BMU, NES, WRVS, OHS

PHASE 1: Comprehensive Needs Assessment*

PHASE 1: –Assess and Innovate

Links to: Education Quality and Continuous Improvement Framework: Research, Resources and Support for Continuous Improvement Planning Self-Paced Comprehensive Needs Assessment Course and the Vermont Comprehensive Needs Assessment Toolkit

Shared Vision: OESU Cultivating of Love of Learning

Collaborative Stakeholders Represented: Our plan will be put into action in collaboration with educators, administrators, and members of the OESU and WRVS community.

Administrators: Emilie Knisley, Superintendent; Carlotta Simmons-Perantoni, WRVS Principal; Nicole Bell, Director of Curriculum; Alison Kidder, Director of Student Services; Cate Beaton, MTSS Coordinator; Marla Ianello, Early Education Service Coordinator

Broad Area(s) of Focus Based on Data Review:

Academic Proficiency: Curriculum, High Quality Instruction, Assessment

Safe & Healthy Schools: Multi-tiered System of Supports

High Quality Staffing: Professional Development, Leadership, Mentoring Program, Evaluation System

Identified Priority Problems/Problems of Practice:

Curriculum: We do not have an SU-wide, standards-aligned coordinated curriculum designed to ensure all students meet graduation requirements. This creates a lack of accountability across schools and a lack of consistent instruction and assessment practices for students.

Multi-tiered System of Supports:We need to focus on our EST model to ensure an efficient and effective process to meeting all students’ needs

High Quality Staffing: We need to further develop our mentoring practices to ensure teachers feel supported and are equipped with the skills and knowledge they need to be the most effective teachers

Root Cause Analysis Results: Areas of concern discovered from our root cause analysis:

· There is a lack of consistent OESU-wide proficiency-based curriculum aligned to standards; this is due to a turn over of leadership at the central office level; this inconsistency has meant there has been no one at the helm providing updates and ensuring state compliance

· Whereas OESU has not had a developed, consistently implemented MTSS across all schools, we have had to develop ours on our own and now seek to update and align our practices with the most current MTSS Field Guide

· While we have not had a large turnover in staff, we have had turnover and we are located in a very rural area which sometimes makes it difficult to attract new and/or high quality teachers

·

Theory of Improvement/Action: If we establish, cultivate, and monitor an SU-wide, multi-tiered system of student-centered proficiency-based learning, teaching, and assessment then we will have a more accurate measure of student learning and the supports needed to help students achieve.

We agree we need to work collaboratively across schools to establish a student-centered proficiency-based system that is understood by all and meets the goals outlined in our shared vision: defining, implementing, monitoring and supporting clear expectations for student learning in all content areas PK-12

We will work with the supervisory union to improve our mentoring practices and ensure a consistently aligned supervision and evaluation process.

Phase 1: Prioritized Goals

Goal #1

Academic Proficiency

Each supervisory union board shall ensure the written and delivered curriculum within their supervisory union is aligned with the standards approved by the State Board of Education. Each school shall enable students to engage annually in rigorous, relevant and comprehensive learning opportunities that allows them to demonstrate proficiency. As required in 16 V.S.A. §261a(a)(1), the board of each supervisory union shall ensure that each school implements the supervisory union's written and delivered curriculum which shall be aligned, coordinated and designed to ensure students meet graduation requirements.

What change(s) can we make that will result in improvement?

EQS Domain: Acad. Prof.

Sub-Domain: Content stand.

_X_New Goal

_X_Ongoing Goal

By the end of school year 2022 OESU will develop a standards aligned pre-kindergarten through 12th grade coordinated curriculum for mathematics and literacy.

· SY 2019 2020: WRVS staff will participate in developing SU coordinated curriculum; engagement and participating will help to ensure implementation; focus will be on math

· SY 2020 2021:WRVS staff will participate in developing SU coordinated curriculum; engagement and participating will help to ensure implementation. Literacy will be the main focus.

By the end of SY2022, all students by grade level will increase by 5% proficiency standards in math on state and local assessments.

· OESU and WRVS will focus on professional development for math instruction and assessment practices

· By the end of school year 2022 all math teachers will have participated in OGAP training

I

Beginning SY 2020 2021 OESU will have in place an SU-wide Assessment Plan to support progress monitoring in alignment with MTSS

· By the end of SY2020 2021, OESU will have identified high quality assessments as SU wide data points

· By the end of SY2019 2020 all k-6 teachers will have had F & P 3rd edition calibration training

How will we know our interventions and/or innovations resulted in improvements?

 We will know our changes have resulted in improvement when our students reach higher achievement goals, with increases of 5% or better on state and local assessments.

Funding Source(s)

(Please refer to prioritized goal numbers when writing CFP investments)

Consolidated Federal Program and Local Funds

Goal #2

Safe and Healthy Schools

In accordance with 16 V.S.A. §2902 and State Board Rule 2194, each school shall ensure that a tiered system of academic and behavioral supports is in place to assist all students in working toward attainment of the standards.

What change(s) can we make that will result in improvement?

EQS Domain: HQ Staffing

Sub-Domain: PD

__New Goal

_X_Ongoing Goal

By the end of SY 2020 2021 All schools within OESU will implement a multi-tiered system of supports consistent with collaboratively agreed upon OESU MTSS Framework guided by the most recent MTSS Field Guide to ensure consistency and sustainability.

· SY 2019 2020 WRVS will have clearly defined their EST process, roles and responsibilities

· SY 2019 2020 WRVS will have a clearly defined process for reviewing targeted academic data

· SY 2020 2021 WRVS will have updated and aligned their MTSS model to be consistent with the most current MTSS Field Guide and OESU MTSS Framework

By the end of SY 2021 2022 All schools will have completed integrating SEL with curriculum for grades k-8; with 9-12 in 2022 2023

· 2019 2020 MTSS Coordinator will lead SEL curriculum work

· 2020 2021 MTSS Coordinator and Director of Curriculum will review instructional curriculum and SEL curriculum and begin integration process with team

· 2021 2022 Team, under director of Director of Curriculum and MTSS Coordinator will continue working to integrate SEL and Instructional curriculum to build one comprehensive curriculum

How will we know our interventions and/or innovations resulted in improvements?

We will know our changes have resulted improvement when data from our school climate and culture surveys indicates improvement and all students have met our 5% increase goal. 

Funding Source(s)

(Please refer to prioritized goal numbers when writing CFP investments)

Consolidated Federal Program, MAC grant, BEST/Act 230 and local funds

Goal #3

High Quality Staffing

Each supervisory union shall develop and implement a system of appropriate needs-based professional learning for all professional staff, including administrators and other staff involved in student instruction, as required in 16 V.S.A. §261a(a)(5).

The school's professional learning system shall be aligned with its staff evaluation and supervision policies,

Continuous Improvement Plan, supervisory union and district goals, and shall provide new staff members with appropriate opportunities for professional learning.

What change(s) can we make that will result in improvement?

By school year 2022 2023 OESU will see a 5% decrease in the overall number of professionally licensed staff exiting the SU for reasons other than retirement.

· SY 2019 2020 All schools will use approved evaluation system consistently and collect qualitative data on effectiveness; WRVS principal will participate in these discussions and work with the SU around any revisions necessary

· SY 2020 2021 WRVS Leadership will work with OESU leadership to revise and adopt evaluation system

· SY 2021 2022 WRVS teachers and administration will work with OESU to have a needs-based, goal-driven professional development plan in place.

· SY 2021 2022 OESU will have fully implemented VT-NEA’s Mentoring Matters Program to ensure high qualified staff in our schools; WRVS teachers will continue to participate

· Summer 2020 Second Cohort of trained mentors attends Mentoring Matters Training

· By SY 2020 2021 complete Mentoring Handbook

· Summer 2021 Third Cohort Mentoring Matters Training

How will we know our interventions and/or innovations resulted in improvements?

We will know our changes led to improvement when the percentage of staff leaving decreases and the quality of our instruction improves as measured by our evaluation system.

Funding Source(s)

(Please refer to prioritized goal numbers when writing CFP investments)

Consolidated Federal Program and local funds

PHASE 2: Test and Pilot

Goal #1 - Academic Proficiency

Cycle #1 Date: 2019-2020

PLAN: During the 19/20 school year OESU began work towards an SU wide coordinated curriculum.

DO: Form curriculum content teams; examine existing work within SU; decide on a format and approach and implement

STUDY: Second teams were formed to review work of content teams; plan to engage greater staff in review process

ACT: Final revision

Cycle #2 Date: _______

PLAN:

DO:

STUDY:

ACT:

(Repeat cycles as needed.)

Goal #2 - Safe and Healthy Schools

Cycle #1 Date: 2019-2020

PLAN: Align framework and practices to most current MTSS Field Guide; implement system

DO: Hire MTSS Coordinator; Conduct beliefs survey to ascertain beliefs and understanding of MTSS; Conduct DESSA to determine needs; Design team meet regularly to build model and discuss implementation; MTSS coordinator work in schools to support implementation

STUDY: Review beliefs survey data; review DESSA data

ACT: Work with schools and SU leadership to address needs; form interdepartmental leadership team at SU level to conduct a role analysis to best utilize personnel

Cycle #2 Date: _______

PLAN:

DO:

STUDY:

ACT:

(Repeat cycles as needed.)

Goal #3 - High Quality Staffing

Cycle #1 Date: 2019 2020 School Year

PLAN: High Quality Mentoring Program; Ensure all school administrators use current supervision and evaluation model

DO: Collect data on teacher turn-over; partner with VTNEA around Mentoring Matters Program; organize training; stipend mentor coordinator; meet regularly; author handbook to outline expectations; conduct survey on handbook and program; conduct regular evaluations and discuss as leadership team

STUDY: Look at turn over data and discuss what causes professional staff to leave; obtain feedback from mentoring program surveys

ACT: Revise Mentoring program specifics and expectations to ensure a better fit within our SU; discuss supervision and evaluation process concerns; revise for better alignment to instructional and assessment practices, mentoring program practices and overall expectations

Cycle #2 Date: _______

PLAN:

DO:

STUDY:

ACT:

(Repeat cycles as needed.)

Prioritized Goals

High Quality Staffing

Explanation

Each supervisory union shall develop and implement a system of appropriate needs-based professional learning for all professional staff, including administrators and other staff involved in student instruction, as required in 16 V.S.A. §261a(a)(5).

The school's professional learning system shall be aligned with its staff evaluation and supervision policies, Continuous Improvement Plan, supervisory union and district goals, and shall provide new staff members with appropriate opportunities for professional learning.

Goal #3

Professional Development

Evaluation

What do we want to accomplish? [Define core priority goals directly aligned with the broad area(s) of focus, EQS domains and identified problems. They describe the broad expectations you have for the target improvement area.]

What change(s) can/did we make that will result in improvement?

· Strategies should be directly connected to the goal and EQS domains

     By school year 2022 2023 OESU will see a 5% decrease in the overall number of professionally licensed staff exiting the SU for reasons other than retirement.

· SY 2019 2020 All schools will use approved evaluation system consistently and collect qualitative data on effectiveness

· SY 2020 2021 Leadership will revise and adopt evaluation system

· SY 2021 2022 OESU will have a needs-based, goal-driven professional development plan in place.

· SY 2021 2022 OESU will have fully implemented VT-NEA’s Mentoring Matters Program to ensure high qualified staff in our schools

· Summer 2020 Second Cohort of trained mentors attends Mentoring Matters Training

· By SY 2020 2021 complete Mentoring Handbook

· Summer 2021 Third Cohort Mentoring Matters Training

How will/do we know our change resulted in an improvement?

What do we predict will happen as a result of this practice?

     We will know our changes led to improvement when the percentage of staff leaving decreases and the quality of our instruction improves as measured by our evaluation system.

Funding Source(s)

     Local, CFP

     

PHASE 2: Test and Pilot

Goal #1 - Academic Proficiency

Cycle #1 Date: 2019-2020

PLAN: During the 19/20 school year OESU began work towards an SU wide coordinated curriculum.

DO: Form curriculum content teams; examine existing work within SU; decide on a format and approach and implement

STUDY: Second teams were formed to review work of content teams; plan to engage greater staff in review process

ACT: Final revision

Cycle #2 Date: _______

PLAN:

DO:

STUDY:

ACT:

(Repeat cycles as needed.)

Goal #2 - Safe and Healthy Schools

Cycle #1 Date: 2019-2020

PLAN: Align framework and practices to most current MTSS Field Guide; implement system

DO: Hire MTSS Coordinator; Conduct beliefs survey to ascertain beliefs and understanding of MTSS; Conduct DESSA to determine needs; Design team meet regularly to build model and discuss implementation; MTSS coordinator work in schools to support implementation

STUDY: Review beliefs survey data; review DESSA data

ACT: Work with schools and SU leadership to address needs; form interdepartmental leadership team at SU level to conduct a role analysis to best utilize personnel

Cycle #2 Date: _______

PLAN:

DO:

STUDY:

ACT:

(Repeat cycles as needed.)

Goal #3 - High Quality Staffing

Cycle #1 Date: 2019 2020 School Year

PLAN: High Quality Mentoring Program; Ensure all school administrators use current supervision and evaluation model

DO: Collect data on teacher turn-over; partner with VTNEA around Mentoring Matters Program; organize training; stipend mentor coordinator; meet regularly; author handbook to outline expectations; conduct survey on handbook and program; conduct regular evaluations and discuss as leadership team

STUDY: Look at turn over data and discuss what causes professional staff to leave; obtain feedback from mentoring program surveys

ACT: Revise Mentoring program specifics and expectations to ensure a better fit within our SU; discuss supervision and evaluation process concerns; revise for better alignment to instructional and assessment practices, mentoring program practices and overall expectations

Cycle #2 Date: _______

PLAN:

DO:

STUDY:

ACT:

(Repeat cycles as needed.)

Prioritized Goals

High Quality Staffing

Explanation

Each supervisory union shall develop and implement a system of appropriate needs-based professional learning for all professional staff, including administrators and other staff involved in student instruction, as required in 16 V.S.A. §261a(a)(5).

The school's professional learning system shall be aligned with its staff evaluation and supervision policies, Continuous Improvement Plan, supervisory union and district goals, and shall provide new staff members with appropriate opportunities for professional learning.

Goal #3

Professional Development

Evaluation

What do we want to accomplish? [Define core priority goals directly aligned with the broad area(s) of focus, EQS domains and identified problems. They describe the broad expectations you have for the target improvement area.]

What change(s) can/did we make that will result in improvement?

· Strategies should be directly connected to the goal and EQS domains

     By school year 2022 2023 OESU will see a 5% decrease in the overall number of professionally licensed staff exiting the SU for reasons other than retirement.

· SY 2019 2020 All schools will use approved evaluation system consistently and collect qualitative data on effectiveness

· SY 2020 2021 Leadership will revise and adopt evaluation system

· SY 2021 2022 OESU will have a needs-based, goal-driven professional development plan in place.

· SY 2021 2022 OESU will have fully implemented VT-NEA’s Mentoring Matters Program to ensure high qualified staff in our schools

· Summer 2020 Second Cohort of trained mentors attends Mentoring Matters Training

· By SY 2020 2021 complete Mentoring Handbook

· Summer 2021 Third Cohort Mentoring Matters Training

How will/do we know our change resulted in an improvement?

What do we predict will happen as a result of this practice?

     We will know our changes led to improvement when the percentage of staff leaving decreases and the quality of our instruction improves as measured by our evaluation system.

Funding Source(s)

     Local, CFP