Cedar High School Improvement Plan

Mission:

(Why we do what we do)

Cedar high is dedicated to cultivating responsible citizens thought lifelong learning and community involvement.

Vision:

(What we will do)

Empowering all students to learn at high levels though systematic school wide support.

Belief or Shared Commitments:

We believe that respect for self, others, and property enhances learning.


We believe an effective education system provides enjoyment and success for all students. 


We believe society prospers with competent, productive, educated and caring citizens.


We believe in maintaining close partnership among community, home and school. 


We believe  every student is entitled to a safe, compassionate learning environment. 


We believe accountability and integrity are important in life. 


We believe in the integration of technology in learning. 


We believe all students can learn, but by different means, and at different rates.


We believe achievement will be respected, recognized, reward, and celebrated. 


We believe gaining knowledge and reasoning skills is essential.


We believe every student can make a meaningful 


Cedar High School Goals Investing in Learning for All:
Goal:

 Increase students math achievement in grades 9-12.


Objectives:
  1. We will increase the percentage of students growth in math proficiency by 5% as measured by common formative assessments and SAGE by May 2019.
  2. We will increase the percentage of student growth in math for our students with disabilities (SWD) by 3%, as measured by common formative assessments and SAGE.

Strategy:

Create an MTSS organizational flow chart that allows students to access appropriate resources in the least restrictive environment.


Activity:
  1. Develop a scheduled that focuses on college career readiness while allowing for remedial support. (co-teaching, rigorous coursework.)
  2. Use new learning strategies course to provide remedial support for learning.
  3. Provide digital resources to students for homework though teacher websites.
  4. CFA’s that require students to remediation low performances. This will be insisted though the NG until content is understood.
  5. District wide scope of sequence with bench marking assessment to guide instruction and pacing.

Goal:

Increase student ELA achievement in grades 9-12.


Objective:
  1. We will increase the percentage of student growth in ELA by 5% as measured by common formative assessments and SAGE.
  2. We will increase the percentage of student growth in ELA for our students with disabilities (SWD) by 3% as measured by common formative assessments and SAGE.

Strategy:

Create an MTSS organization flow chart that allows students to access appropriate resources in the least restrictive environment.


Activity:
  1. Develop a scheduled that focuses on college career readiness while allowing for remedial support. (co-teaching, rigorous coursework.)
  2. Use new learning strategies course to provide remedial support for learning.
  3. Provide digital resources to students for homework though teacher websites.
  4. District wide scope of sequence with bench marking assessment to guide instruction and pacing.

Goal:

The team at Cedar High School takes collective responsibility for learning of all students and will meet weekly to review practice as educators.


Objective:
  1. Written Guaranteed Viable Curriculum (GVC) for at least one course in CPIS.
  2. Written Professional Growth Plan that is reviewed weekly.

Strategy:
  1. Use school and district benchmark assessments.
  2. Use current teacher standards to review practices.

Activity:

Department leaders and administration will regularly review CSIP to ensure GVCs are entered and updated.


Goal:

Increase the use of effectiveness of evidence-based instructional strategies in all classrooms.


Objective:
  1. Every teacher will have a yearly evaluation with two walk troughs and an exit interview.
  2. We will increase the level of student cognitive engagement in all classrooms by at least 10% as a result of each school choosing a high leverage, evidence-based instructional strategy, as defined by Hattie’s (2011) Visible Learning research, to focus on for the 2018-2019 school year. This will be measured by regular peer observations and/or video self- reflections.

Strategy:

Review research based strategies.


Strategy:
  1. Every teacher will be evaluated thought the district’s rubrics.
  2. Collaborate with team members to share successful learning strategies.

The Cedar High School Improvement Framework: