Vermont Continuous Improvement Plan
LEA: Champlain Valley School District
LEA Continuous Improvement Plan Contact Name: Sarah Crum
LEA Continuous Improvement Plan Contact Email: scrum@cvsdvt.org
Collaborative Stakeholders Represented: List the names and roles of representative stakeholders involved in developing the Continuous Improvement Plan (e.g., school board members, students, parents, teachers, administrators, CTE partners, mental health agency representatives, and other community members). Strive to ensure diverse voices are part of the planning process.
Group | Names: Role |
Administrators | District Leadership: Rene Sanchez: Superintendent, Sarah Crum: Curriculum Director, Anna Couperthwait: Director of Student Support Services, Asma Abunaib: Director of Diversity, Equity, & Inclusion, Gary Marckres: Chief Operations Officer, Laura Rice: HR Director, Bonnie Birdsall: Director of Communications & Digital Learning, Evan Sivo: Director of Behavior Systems, Tony Mouton: Director of Wellness Building Leadership: Greg Marino: Principal, Jackie Parks: Principal, Angela Filion: Principal, Lauren Goracy: Special Ed Director, Alison Celmer: Principal, Brett Cluff: Principal, Emily Cogan: Special Ed Director, Jen Roth: Principal, Amanda Riggleman: Principal, Elizabeth Slater: Special ed Director, Suzan Locke: Principal, Tim Trevithick: Principal, Alicia Kurth: Special ed Director |
School Board | Meghan Metzler: Chair, Dave Connery, Vice-Chair, Cassandra Townshend, Lindsay Colf, Brendan McMahon, Erika Lea, Kate Webb, Meghan Siket, Keith Roberts, Erin Henderson, Sarah Showalter-Feuillette, Angela Arsenault |
Teachers & Students | School based teams at each building that included instructional coaches, teachers, students (ie. Program Council, Student Support Teams) |
Continuous Improvement Plan Development
- List your prioritized Goals, Strategies, Measures, and Resources to support implementation based upon your Comprehensive Needs Assessment and Data Inventory
- You must have at least one Safe and Healthy Schools goal and one Academic Achievement goal. You can identify additional goals, but it’s best practice to limit your CIP goals to a manageable number to implement and measure.
- Analytical tools from the Comprehensive School Improvement Toolkit and VTmtss Framework Tools, may be useful in this work
Required Component | Prioritized SU/SD Goal | Prioritized Strategies/Change Ideas | Measures | Human, material, and fiscal resources supporting implementation |
Safe and Healthy Schools | We will increase the students who agree and strongly agree that they have voice and choice in their education by 10 percentage points as measured by the engage survey by June 2026. | CVSD students take an active role in designing their educational experiences, engage in real-world, authentic work as reported on the engage survey, and reflect on their learning and development.
| Engage Data
Club & Extracurriculars
SEL screener Benchmark reflective experiences (5th, 8th, 12th) |
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Academic Achievement #1 MATH | Increase percentage of students, including historically marginalized populations, who are proficient in math by at least 5% for each disaggregated group (including multilingual learners) by June 2025. | Articulate and implement a horizontally and vertically aligned coordinated curriculum with K-12 KUD’s Develop math vision
| Disaggregated by race, ethnicity, FRL, IEP, EL with 5% increase in proficiency from baseline for each group VTCAP annual growth iReady annual growth Perceptions Data Student Teacher |
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Academic Achievement #2 INTERVENTION | Decrease the percentage of students remaining in intervention for those schools who have over 15% of student population identified for additional supports (disaggregated, including multilingual learners) in one school year Students identified for math and/or literacy intervention will show accelerated growth (more than a year’s worth of growth in a year) by June 2025 | In order to ensure that students enter and exit intervention, instructional practices will be aligned to student need.
| i-ready growth (math and literacy) VTCAP growth (math and literacy) (not just proficiency, numeric growth overall) Oral reading fluency growth (literacy) EST numbers: who and how many exit, move to IEP, remain MTSS Survey WIDA ACCESS scores |
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If you would like to include goals specific to an individual school and/or have more SU/SD goals, you can create additional rows.
Equity Supports (required if your SU/SD or a specific school is eligible for Equity Supports)
If any schools in your LEA—or the LEA as a whole—are eligible for equity supports, please list which of the goals or strategies above address a reason for the eligibility. If none of the goals or strategies address eligibility, please identify a separate goal or strategy for each entity eligible for supports.
Eligible LEA or School | Prioritized Goal | Prioritized Strategies/Change Ideas | Measures | Human, material and fiscal resources supporting implementation |
CVSD | CVSD will focus on the following goals in order to target supports towards the specific student populations of FRL, African American, IEP, EL, Historically Marginalized Safe & Healthy Schools: We will increase the students who agree and strongly agree that they have voice and choice in their education by 10 percentage points as measured by the engage survey by June 2026. Academic Achievement: Increase percentage of students, including historically marginalized populations, who are proficient in math by at least 5% for each disaggregated group (including multilingual learners) by June 2025. Academic Achievement: Increase percentage of students, including historically marginalized populations, who are proficient in math by at least 5% for each disaggregated group (including multilingual learners) by June 2025. | Safe & Healthy Schools: CVSD students take an active role in designing their educational experiences, engage in real-world, authentic work as reported on the engage survey, and reflect on their learning and development.
Academic Achievement: Articulate and implement a horizontally and vertically aligned coordinated curriculum with K-12 KUD’s Develop math vision
Academic Achievement: In order to ensure that students enter and exit intervention, instructional practices will be aligned to student need.
| Safe & Healthy Schools: Engage Data
Club & Extracurriculars
SEL screener Benchmark reflective experiences (5th, 8th, 12th) Academic Achievement: Disaggregated by race, ethnicity, FRL, IEP, EL with 5% increase in proficiency from baseline for each group VTCAP annual growth iReady annual growth Perceptions Data Student Teacher Academic Achievement: i-ready growth (math and literacy) VTCAP growth (math and literacy) (not just proficiency, numeric growth overall) Oral reading fluency growth (literacy) EST numbers: who and how many exit, move to IEP, remain MTSS Survey WIDA ACCESS scores | Safe & Healthy Schools:
Academic Achievement:
Academic Achievement: i-ready growth (math and literacy) VTCAP growth (math and literacy) (not just proficiency, numeric growth overall) Oral reading fluency growth (literacy) EST numbers: who and how many exit, move to IEP, remain MTSS Survey WIDA ACCESS scores |
CCS | CCS will focus on the following goals in order to target supports towards the specific student populations of Historically Marginalized Safe & Healthy Schools: We will increase the students who agree and strongly agree that they have voice and choice in their education by 10 percentage points as measured by the engage survey by June 2026. Academic Achievement: Increase percentage of students, including historically marginalized populations, who are proficient in math by at least 5% for each disaggregated group (including multilingual learners) by June 2025. Academic Achievement: Increase percentage of students, including historically marginalized populations, who are proficient in math by at least 5% for each disaggregated group (including multilingual learners) by June 2025. | Safe and Healthy Schools
Academic Achievement-Math
Academic Achievement-Intervention:
| Safe and Healthy Schools Look at the disaggregated data for our students historically marginalized in the Safe and Healthy Schools Data. Academic Achievement-Math Disaggregated data for our students in historically marginalized in Fall iReady benchmarks VTCAP growth from 2024 to 2025 Academic Achievement-Intervention: Using fall benchmarks (Growth marker in iReady) VTCAP growth from 2024 to 2025 Identify formative measures to show growth (Rasinski 5-8 fluency and iReady Oral reading passages for K-4) Forefront Mathematics Screener | Forefront Mathematics Screener (Universal Screener of Number Sense) Professional Learning in Responsive Classroom and Developmental Designs. (Identify internal expertise for collaboration and refinement of practices) |
CVU | CVU will focus on the following goals in order to target supports towards the specific student populations of FRL, IEP, Historically Marginalized Safe & Healthy Schools: We will increase the students who agree and strongly agree that they have voice and choice in their education by 10 percentage points as measured by the engage survey by June 2026. Academic Achievement: Increase percentage of students, including historically marginalized populations, who are proficient in math by at least 5% for each disaggregated group (including multilingual learners) by June 2025. | Safe & Healthy Schools: CVSD students take an active role in designing their educational experiences, engage in real-world, authentic work as reported on the engage survey, and reflect on their learning and development.
Academic Achievement: Articulate and implement a horizontally and vertically aligned coordinated curriculum with K-12 KUD’s particularly collaborating with special educators and other support personnel | Safe & Healthy Schools: Engage Data
Club & Extracurriculars
Academic Achievement: Disaggregated by race, ethnicity, FRL, IEP, EL with 5% increase in proficiency from baseline for each group VTCAP annual growth iReady annual growth Perceptions Data Student Teacher Academic Achievement: i-ready growth (math and literacy) VTCAP growth (math and literacy) (not just proficiency, numeric growth overall) EST numbers: who and how many exit, move to IEP, remain MTSS Survey WIDA ACCESS scores | Safe & Healthy Schools:
Academic Achievement:
Academic Achievement: i-ready growth (math and literacy) VTCAP growth (math and literacy) (not just proficiency, numeric growth overall) EST numbers: who and how many exit, move to IEP, remain MTSS Survey WIDA ACCESS scores |
HCS | HCS will focus on the following goals in order to target supports towards the specific student populations of FRL, IEP, Historically Marginalized Safe & Healthy Schools: We will increase the students who agree and strongly agree that they have voice and choice in their education by 10 percentage points as measured by the engage survey by June 2026. Academic Achievement: Increase percentage of students, including historically marginalized populations, who are proficient in math by at least 5% for each disaggregated group (including multilingual learners) by June 2025. Academic Achievement: Increase percentage of students, including historically marginalized populations, who are proficient in math by at least 5% for each disaggregated group (including multilingual learners) by June 2025. | Safe and Healthy Schools:
Academics Achievement:
Intervention:
| Safe and Healthy Schools: Look at the disaggregated data for our students free and reduced lunch, historically marginalized and IEP in the Safe and Healthy Schools Data. Academic Achievement-Math: Disaggregated data by FRL, IEP, and historically marginalized with increase in proficiency from baseline for each group Academic Achievement-Intervention: Using i-ready growth data in math and literacy to disaggregate data by FRL, IEP, and historically marginalized with an increased proficiency from baseline for each group. Using VTCAP growth data to disaggregate data by FRL, IEP and historically marginalized groups in the areas of (math and literacy) (not just proficiency, numeric growth overall) Using data to disaggregate by FRL, IEP and historically marginalized groups in the areas of oral reading fluency growth (literacy) Using EST numbers: who and how many exit, move to IEP, remain by disaggregating it by FRL, IEP, and historically marginalized groups. | Safe and Healthy Schools:
Academic Achievement- Math:
Academic Achievement- Intervention:
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SCS | SCS will focus on the following goals in order to target supports towards the specific student populations of: FRL, African American, IEP, and Historically Marginalized. Academic Achievement: Increase percentage of students, including historically marginalized populations, who are proficient in math by at least 5% for each disaggregated group (including multilingual learners) by June 2025. | Academic Achievement:
Safe and Healthy Schools
Academic Achievement Develop and support implementation of math vision
| Academic Achievement-Math: Disaggregated data by FRL, IEP, African American and historically marginalized students with change in proficiency from baseline for each group | Academic Achievement- Math:
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WS | WS will focus on the following goals in order to target supports towards the specific student populations of FRL, IEP, EL, Historically Marginalized Safe & Healthy Schools: We will increase the students who agree and strongly agree that they have voice and choice in their education by 10 percentage points as measured by the engage survey by June 2026. Academic Achievement: Increase percentage of students, including historically marginalized populations, who are proficient in math by at least 5% for each disaggregated group (including multilingual learners) by June 2025. Academic Achievement: Increase percentage of students, including historically marginalized populations, who are proficient in math by at least 5% for each disaggregated group (including multilingual learners) by June 2025. | Safe and Healthy Schools:
Academic Achievement, Math With District support, develop and begin implementation of math vision
Academic Acievement, Intervention
| Academic Achievement: Disaggregated by race, ethnicity, FRL, IEP, EL with 5% increase in proficiency from baseline for each group VTCAP annual growth iReady annual growth Perceptions Data Student Teacher Academic Achievement: i-ready growth (math and literacy) VTCAP growth (math and literacy) (not just proficiency, numeric growth overall) Oral reading fluency growth (literacy) EST numbers: who and how many exit, move to IEP, remain MTSS Survey WIDA ACCESS scores |
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Add additional rows, if needed
Plan Evaluation and Revision
Describe the process of how you evaluate the implementation of plans and results achieved. How is this information used to revise plans to ensure you are achieving your desired results?
Process of Evaluating the Implementation and Results of your Continuous Improvement Plan |
CVSD is collecting baseline data and tracking growth for measures already in place. Measures that have been identified that are not yet in place will be developed and baseline data as well as progress will be collected. Disaggregated by race, ethnicity, FRL, IEP, EL with 5% increase in proficiency from baseline for each group Engage Data
Club & Extracurriculars
SEL screener Benchmark reflective experiences (5th, 8th, 12th) VTCAP annual growth iReady annual growth Oral reading fluency growth (literacy) WIDA ACCESS scores Perceptions Data Student Teacher EST numbers: who and how many exit, move to IEP, remain MTSS Survey |
Continuous Improvement Plan | Page of |
