School Improvement Plans - Cedarville


1	CEDARVILLE SCHOOL DISTRICT
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9	School Improvement Plan
10				MY SCHOOL INFO website link
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12			PLEASE SEE TABS ABOVE TO NAVIGATE TO SCHOOL INFORMATION
13	DISTRICT LEADERSHIP TEAM:
14	Dr. Kerry Schneider		Superintendent		DISTRICT LITERACY PLAN link
15	Pattie Murphy		Federal Programs Coordinator
16	Christina Marion		Community Member
17	Coleena Cluck		Parent
18	Rebecca Cook		Principal - Elementary
19	Sarah McPhate		Principal - Middle
20	Michael Bramlett		Principal - High
21	DeAnna Skaggs		Special Education Director
22	REVISED 7/21/22: The Cedarville School District leadership team reviewed data from the state assessment (ACT Aspire) and determined their goal had been partially met. The percentage of students scoring in the "In Need of Support" category on the ACT Aspire reading test increased 2% from the previous year. The team decided to maintain the same goal for the 2022-2023 year. GOAL for 2022-2023: CSD will decrease the percentage of students "in need of support" on the state's summative assessment for reading (ACT Aspire) by 5% for the 2022-2023 school year.
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24	Oct. 20, 2021: The Cedarville School District created a new goal based on the change in accountability status on 10/15/21. CSD will decrease the percentage of students "in need of support" on the state's summative assessment for reading (ACT Aspire) by 5% for the 2021-2022 school year. (See below for more information.)
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27				DISTRICT WELLNESS link
28	ESA Expenditures	ARP ESSER Use of Funds Plan			Annual Title I Presentation
29	EVALUATION OF PLAN
30	Summary/Modifications Fall 2022: See Goal above Enhanced student achievement funds will be used to purchase student and teacher supplies needed for strategies to increase reading achievement, including library supplies and services. Professional development funds will be used to provide staff with training in the Science of Reading, all technologies used by the district and other needs, such as mental wellness and nutrition, that may arise which all affect student learning. Title I funding will be used to continue upgrading the district technology, and to supplement programs and resources, especially the at-risk students. See slide 6 of the linked Title I presentation below for a list of items/services purchased with these funds. ESSER funds will be used to supplement instruction to increase student achievement, address the unique needs and concerns that are impacting our students due to the COVID-19 pandemic and the result of loss of learning, and other activities necessary to maintain the operation and continuity of services within our school district. For more information on ARP ESSER funding, click on the link above to view the plan.
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38	Summary of modifications in the spring of 2020 recorded 04/27/20
39	*The District has supported all staff in the implementation of Science of Reading professional development by providing them time to complete the required hours, using district funds to pay for
40	access to the required trainings provided and implementing collaborative team meetings that support these trainings.
41	*CSD will continue to partner with our local education cooperative(GFESC) for highly effective professional development to increase student achievement.
42	*CSD purchased softwares for each school to use to support student learning. These programs are being evaluated by the school teams, and their determinations will be shared at district
43	leadership meetings. Due to the Covid-19 pandemic, all technology devices, online softwares and current programs are being evaluated. Since there will be no spring testing data available,
44	the buildings will use existing data (MAP, Interim, class assessments, etc.) to base their decisions. The District will support all funding decisions approved during district leadership meetings.
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47	Summary/Modifications Spring 2021:
48	*The District continues to support all staff in SOR professional development by partnering with the Guy Fenter Education Service Cooperative, providing teachers time to complete
49	the required hours and using district funds to pay access to the required trainings.
50	*CSD supports each school by prioritizing local, state and federal funds for purchases that are aligned to the school improvement plans. Each school surveys teachers, parents and community
51	to develop needed areas of improvement.
52	*Due to the affects of COVID-19, leadership teams are using MAP interim data, report cards, attendance data, teacher feedback and perceptual data to guide changes in programs, softwares
53	and procedures. Buildings will revisit decisions made after the 2020-2021 ACT Aspire summative data is available. Revisions, if needed, will be made to the plans after that time.
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55	Summary/Modifications Fall 2021:
56	CSD was notified on 10/18/21 of receiving a Level 3 Coordinated Support status due to the percent of students scoring "in need of support" on the state's prior year summative assessment for reading. Districts qualify for coordinated support when 40% or more of the public school's students score in need of support in reading. Cedarville SD had 41.69% scoring in this category during 2020-2021 during the COVID-19 pandemic. Cedarville tested over 95% of its students, including virtual students.
57	District Literacy Goal:
58	Cedarville School District will decrease the percentage of students "in need of support" on the state's summative assessment for reading (ACT Aspire) by 5% for the 2021-2022 school year. CSD will use the Cycle of Inquiry Model to continually plan and monitor progress.
59	Enhanced student achievement funds will be used to purchase student and teacher supplies needed for strategies to increase reading achievement, including library supplies and services. For more details, view the ESA Expenditure report on the Cedarville Schools website under State Required Information or click the link below. Professional development funds will be used to provide staff with training in the Science of Reading, all technologies used by the district and other needs, such as mental wellness and nutrition, that may arise which all affect student learning. Title I funding will be used to supplement programs and resources, especially the at-risk students. See slide 6 of the linked Title I presentation below for a list of items/services purchased with these funds. ESSER funds will be used to supplement instruction to increase student achievement, address the unique needs and concerns that are impacting our students due to the COVID-19 pandemic and the result of loss of learning, and other activities necessary to maintain the operation and continuity of services within our school district. For more information on ARP ESSER funding, click on the link below to view the plan.
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1	CEDARVILLE ELEMENTARY SCHOOL
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9	School Improvement Plan
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11	SCHOOL: CEDARVILLE ELEMENTARY SCHOOL GRADES K-4 LEA 1702008				Parent & Family Engagement Plan link
12						CES Literacy Support Plan
13					MY SCHOOL INFO website link
14	LEADERSHIP TEAM:
15	Name	Title		NEEDS ASSESSMENT
16	Rebecca Cook	Principal		REVIEW OF DATA:		School ESSA Report 2020-21
17	Amanda Lawson	Parent		Include multiple sources of data such as ACT Aspire, School ESSA Report with Letter Grade, etc.
18	Logan Dyer	Parent
19	Twyla Ledesma	Counselor		Overall ESSA Index Score:		64.15
20	Courtney Summerhill	Teacher		Value Added Growth Score:		78.02
21	Paula Cougrhan	Dyslexia Therapist		Reading at Grade Level Score:		28.75
22	Sara Pittman	Teacher		Science Achievement Score:		28.75
23	Rhonda Brown	Teacher		Letter Grade:		N/A
24	GOALS			DATA SOURCE
25	OVERALL GOAL: Focus on Literacy to increase literacy scores as described in litearcy plan.			ACT Aspire scores; Certificates of completion for each certified teacher
26	IMPLEMENTATION OF PLAN			INTERVENTIONS/PRACTICES FOR EFFECTIVENESS
27	Based on needs, identify a minimum of one to three goal(s) and action(s) with timelines for reaching each goal.			Identify evidence based interventions and practices for addressing each goal.
28	GOAL 1:Increase the number of students in grades K-2 who are reading at grade level based on the state-approved assessment (currently NWEA MAP) by 10% yearly. Decrease the number of students in grades 3 and 4 who are reported in the “in need of support” reading category on the ACT Aspire by 5% yearly. 7/28/22-GOAL NOT MET: In Fall 2021, 48% of students in grades K-2 were reading at or above benchmark on NWEA MAP. In Spring 2022, 42% of students in grades K-2 were reading at or above benchmark on NWEA MAP. In 2021, CES had 48.3% of students “in need of support” in reading on the ACT Aspire. In 2022, CES had 42% of students “in need of support” on the ACT Aspire. Cedarville Elementary School will continue to work toward this goal during the 22-23 school year.		Assigned to: Principal, Guiding Coalition	GOAL 1 Objectives: Implement a school-wide aligned literacy curriculum based on the five components of the Science of Reading; Deconstruct Arkansas Literacy Standards to determine vertically-aligned essential standards and learning targets; Provide targeted reading interventions through MTSS; Create a culture of reading among students, staff, families and community. 7/28/22: All literacy currciulum meets the RISE requirements and is aligned; CES continues to deconstruct and align essential standards; the 22-23 schedule has allotted a 30-minute time block for MTSS; Literacy Night is scheduled for Fall 2022; 2 sets of books have been ordered to allow for CES to read books in both fall and spring as part of One School, One Book.			Needed Materials: Computer, time, $$, Literacy Specialist from GFESC
29	GOAL 1 TIMELINE: 3 years
30	EVALUATION OF PLAN
31	Describe the timeline and procedures for evaluating progress towards meeting each goal.
32	GOAL 1: CES is currently implementing an aligned literacy curriculum based on the five components of the Science of Reading. This is also a goal of the SOAR grant received to purchase the curriuclum and is being monitoried through the SOAR grant requirements. Principal will collect documentation of each teacher's progress towards completing the SOR PD each year and will update this information in the building literacy plan. As of January 19, 2022, 72% have completed the proficiency pathway and 80% have completed the awareness pathway. Response to Intervention has been added back to the daily schedule and interventionists are using 95% group and SuperKids resources during intervention time. CES purchased Great Minds Science curriculum this year as well. This is the second year for CES to use SuperKids and Wonders as the main literacy curriculum. CES also uses Heggerty, Kilpatrick, PAST assessments, DSA, STAR, DIBELS, and NWEA MAP. Literacy resources are shared with parents at least once a month through various means such as social media, newsletters, and letters.
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1	CEDARVILLE MIDDLE SCHOOL
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9	School Improvement Plan
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11	SCHOOL: CEDARVILLE MIDDLE SCHOOL GRADES 5-8 LEA 1702010				Parent & Family Engagement Plan link
12					MY SCHOOL INFO website link
13	LEADERSHIP TEAM:
14	Name	Title		NEEDS ASSESSMENT
15	Sarah McPhate	Principal		REVIEW OF DATA:		This plan was originally modified in May 2021. Due to the loss of learning during the COVID-19 pandemic, the plan has been updated to meet current needs of students.
16	Kristy Franlkin	Parent		Include multiple sources of data such as ACT Aspire, School ESSA Report with Letter Grade, etc.
17	Brenda Breshears	Community Member
18	Stephanie Maxwell	Media Specialist
19	Cindy Humphrey	Counselor		Overall ESSA Index Score:		72.14
20	Amber Welbern	Teacher		Value Added Growth Score:		83.94
21	Alina Cox	Teacher		Reading at Grade Level Score:
22	Christy Hopkins	Teacher		Science Achievement Score:
23	Erin Partain	Health Clinic Supervisor		Letter Grade:		B
24	GOALS			DATA SOURCE
25	GOAL 1: CMS will implement Science of Reading strategies in all academic areas throughout the school to improve student growth. Revised 2/27/22: (Combined with Goals 2 & 3) CMS will implement SOR strategies and increase the number of students scoring proficient/meeting benchmark in reading to 40%. schoolwide.			ACT Aspire scores; MAP scores; report cards, IXL Diagnostic
26	GOAL 2: CMS will improve the Growth Score achieved on the ACT for the 2021-2022 school year compared to 2020-2021 data. Revised 2/27/22: Combined with goals 1 & 3.			ACT Aspire scores; MAP scores; report cards
27	GOAL 3: CMS will improve the reading scores achieved on the ACT for the 2021-2022 school year compared to 2020-2021 data. Revised 2/27/22: (Combined with Goal 1) CMS will implement SOR strategies and increase the number of students scoring proficient/meeting benchmark in reading to 40%. schoolwide.			ACT Aspire scores; MAP scores; STAR assesssments, report cards
28	GOAL 4: CMS teachers and students will explore and work toward implementing social/emotional skills in their lives. Revised 2/27/22: CMS teachers and students will partiicpate in 3 or more social/emotional activities each month.			Surveys and results; Mentor group discussions; Lessons provided in mentor groups
29	IMPLEMENTATION OF PLAN			INTERVENTIONS/PRACTICES FOR EFFECTIVENESS
30	Based on needs, identify a minimum of one to three goal(s) and action(s) with timelines for reaching each goal.			Identify evidence based interventions and practices for addressing each goal.
31	GOALS 1-3: GOAL 1: CMS will implement Science of Reading strategies in all academic areas throughout the school to improve student growth. Revised 2/27/22: (Combined with Goals 2 & 3) CMS will implement SOR strategies and increase the number of students scoring proficient/meeting benchmark in reading to 40%. schoolwide.		Assigned to: Principal, Teachers	GOAL 1: ELA teachers will provide training and information to teachers regarding implementing strategies for struggling readers. The principal will also provide additional information and help to achieve this goal. The ELA teachers will work with the literacy specialist at the Guy Fenter Educational Cooperative once a month to plan improvements and review data.			Literacy Specialist from GFESC, Curriculum, PD training for teachers, resources for teachers
32	GOAL 1 TIMELINE: 1 year
33	GOAL 2: CMS will improve the Growth Score achieved on the ACT for the 2021-2022 school year compared to 2020-2021 data. Revised 2/27/22: Combined with goals 1 & 3.		Assigned to: Principal, Teachers, Students	GOAL 2: Students and teachers will work together on a daily basis. Students in need of additional support will receive this during designated RTI times.			Needed Materials: PD training for teachers, time to work with students, resources to help improve student performance
34	GOAL 2 TIMELINE: 1 year
35	GOAL 3: CMS will improve the reading scores achieved on the ACT for the 2021-2022 school year compared to 2020-2021 data. Revised 2/27/22: (Combined with Goal 1) CMS will implement SOR strategies and increase the number of students scoring proficient/meeting benchmark in reading to 40%. schoolwide.		Assigned to: Principal, Teachers, Students	GOAL 3: Students and teachers will work together on a daily basis. Students in need of additional support will receive this during designated RTI times.			Needed Materials: PD training for teachers, time to work with students, resources to help improve student performance, Literacy Specialist from GFESC
36	GOAL 3 TIMELINE: 1 year
37	GOAL 4: CMS teachers and students will explore and work toward implementing social/emotional skills in their lives. Revised 2/27/22: CMS teachers and students will partiicpate in 3 or more social/emotional activities each month.		Assigned to: Principal, Teachers, Students	GOAL 4: Survey results will be utilized to determine a shift in students' feelings and attitudes about themselves and others. Students will receive social/emotinal support during mentor groups.			Needed Materials: Surveys, social/emotional curriculum
38	GOAL 4 TIMELINE: 1 year						Needed Materials: Surveys, social/emotional curriculum
39	EVALUATION OF PLAN
40	Describe the timeline and procedures for evaluating progress towards meeting each goal.
41	GOAL 1: The ELA teachers will meet with the literacy specialist from GFESC once a month to discuss progress and data. These teachers, alonmg with the principal, will provide professional development training for teachers to help them implement strategies in all content areas. The implementation and progress will be discussed weekly in PLC meetings. Teachers will discuss progress based on classroom performance, MAP scores, IXL Diagnostic scores, and ACT Aspire scores.
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43	GOAL 2: MAP scores will be discussed with teachers to help form plans to address areas of need. ACT Aspire data will be reviewed to determine areas of need within the school. These discussions will continue throughout the school year. Instructional practices will be evaluated throughout the year. Science of Reading strategies will be implemented in all content areas to increase reading levels and student comprehension.
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45	GOAL 3: MAP scores will be discussed with teachers to help form plans to address areas of need. ACT Aspire data will be reviewed to determine areas of need within the school. These discussions will continue throughout the school year. Instructional practices will be evaluated throughout the year. Science of Reading strategies will be implemented in all content areas to increase reading levels and student comprehension. GOAL 4: Teachers will work with students in their mentor groups to gain knowledge in social/emotional education. Lessons will be created to address needs presented in surveys completed by teachers and students. Students will participate in these lessons during their Success time 2nd hour. This plan was originally modified in May 2021. Due to the loss of learning during the COVID-19 pandemic, the following changes were made: targeted interventions in RTI, the use of supplemental support such as IXL and Newsela to increase student performance, and addition of before and after school tutoring for students. We will continue to meet with RTI students every week and base our list of students on MAP assessment data and progression in the classroom. Tutoring will be assigned as needed for students, and CMS will also use Accelerated Reader again this year to improve reading scores.
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1	CEDARVILLE HIGH SCHOOL
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9	School Improvement Plan LINK
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11	SCHOOL: CEDARVILLE HIGH SCHOOL GRADES 9-12 LEA 1702009			Parent & Family Engagement Plan link
12				MY SCHOOL INFO website link
13	LEADERSHIP TEAM:
14	Name	Title	NEEDS ASSESSMENT
15	Michael Bramlett	Principal	REVIEW OF DATA:
16	Amber Pelt	Guidance Counselor	Include multiple sources of data such as ACT Aspire, School ESSA Report with Letter Grade, etc.
17	Whitney Armer	Media Specialist Wellness Coordinator	Overall ESSA Index Score: 68.96		Revised 7/27/22: *Will review when ESSA scores are available
18		Teacher/ Instructional Support	School Quality and Student Success Score: 55.6
19		Teacher	Weighted Achievement Score: 51.69
20	Savannah Garner	Teacher/ Literacy Support	Value-Added Growth Score: 80.99
21	Rachel Keeter	Teacher/ CTE Lead	Reading At Grade Level Score: 32.74
22		Teacher/ Fine Arts Lead	Science Achievement Score: 40.87
23		Teacher/ RTI Coordinator	Letter Grade: B
24	GOALS		DATA SOURCE
25	GOAL 1: Literacy Plan:Increase the number of students scoring proficient/meeting benchmark in reading to 35% schoolwide (an increase of 5.3% at each grade level). Revised 7/27/2022 - Goal 1: Literacy Plan - Increase the number of students scoring proficient/meeting benchmark in reading to 40%. schoolwide.		ACT Aspire scores; Certificates of completion of SoR Training for each certified teacher, classroom observations, team meeting agendas, oral reading fluency assessments, Common Formative Assessments, Common Summative Assessments, classroom observations; RTI Data ; Revised : 7/27/22 Include Star Reading Reports, NWEA/MAPS Assessment Data, and IXL Data for Interventions
26	GOAL 2: Increase Weighted Achievement score at least two points to 53.69. Revised 6/27/22 : Review goal when information is available.		GOAL 2: Increase Weighted Achievement score at least two points to 53.69.
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29	Major Areas of Focus: Goal #1: Increase the number of students scoring proficient/meeting benchmark in reading to 35% schoolwide (an increase of 5.3% at each grade level). -Administer pre and post oral reading fluency assessments to students who scored “close” or “in need of support” on the 2021 ACT Aspire; -Use the oral reading fluency assessments to determine and deliver targeted, research-based interventions in small groups during Success Hour; -Develop and deliver school-wide common reading assessments, score assessments in teams utilizing a grading protocol, and use the data to deliver timely feedback and interventions to students at all levels of reading; -Build a community culture of literacy through embedded community projects and partnerships. - Revised 6/27/2022 -Goal # 1 Increase the number of students scoring proficient/meeting benchmark in reading to 40%. Goal #2: Increase Weighted Achievement score at least two points to 53.69. -Develop a curriculum that guarantees every child access to essential grade-level skills and knowledge and is attainable within a year’s time; -Strengthen in-class tier I and tier II instruction and interventions; -Implement a school-wide instructional model based on Fisher and Frey’s Gradual Release Model.
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