3 Focus Areas

Problems of Practice (from the Needs Assessment):

• While our existing social-emotional indicators show positive (or at least stable) well-being of the majority of CVSD students, we have gaps in our SEL measures that make it difficult to identify trends in social-emotional well-being. In addition, data indicates a very small proportion of our students report feeling worried/anxious - we need to be able to disaggregate that data to determine whether there are patterns of indicators for historically underserved populations.

• Particularly at the middle level (where in-person instruction was most impacted), students report feeling more anxious and less engaged with their school community.

• Existing CVSD structures for SEL support that are part of our multi-tiered system of supports have been stretched thin during the pandemic. Continued focus on the implementation of our Systems of Support is critical in order to manage the needs of students as they re-enter our schools so that we can identify students in need of support and be able to provide that support.

Goal:

Increase the district’s capacity to identify and respond to students who are in need of social/emotional/behavioral supports & intervention

Change Ideas:

• Expand the district’s common assessment system to more fully integrate SEL measures. Focus specifically on the ability to integrate this social-emotional learning data into the academic data that exists in order to paint a broader picture of each student, and disaggregate the data to identify trends in our historically underserved populations.

  • Continue implementing the most recent SEL measures added to our common assessment system (CVSD Engage survey, CloseGap) and build data structures in our local schools to engage with this data

  • The CERT team should revisit this data as it is collected, along with data resulting from the community engagement process, to determine how it impacts iterations of the recovery plan.

• Continue to formalize implementation of the district’s multi-tiered system of supports for SEL, including the development and expansion of system-wide professional development for faculty and staff across the system.

• Ensure the Response Plan Implementation team includes SEL coordination/voice

Problems of Practice (from the Needs Assessment):

• Data indicates a small number of students in each building who have been difficult to engage and/or have demonstrated significant social-emotional learning challenges. These students are identified by name in each building, and teams in schools recommend more intensive/immediate interventions for students in order to successfully re-engage in school in the Fall.

• CVSD has begun developing mechanisms for engaging students, family/community & faculty/staff on what would be most supportive and helpful in navigating recovery that still needs input and shaping from incoming leadership members. CVSD has developed engagement structures for students that do not yet exist for other key stakeholders (caretakers, faculty/staff).

Goals:

• Increase social-emotional learning supports that extend beyond academic support and emphasize belonging and relationships

• Increase community engagement on what CVSD students and families most need as they navigate the recovery - particularly those voices who are historically underrepresented

Change Ideas:

• Establish summer social-emotional learning offerings, layered for intensity of need (CVSD Summer Program + Part 2 Activity camp; Shader Croft)

• Schools will immediately engage with the families of those students who have been identified as needing recovery intervention to share their learning profile, discuss the immediate summer opportunities for intervention, and gather information about what would support recovery

• Develop a local and district-level engagement strategy for engaging students, families, and the broader community. This plan should include community-specific (school/town) strategies that emphasize those voices who are historically underrepresented

• Expand the Engage survey to address parents/caregivers and faculty/staff

Problems of Practice (from the Needs Assessment):

• It appears, from the data we have, there is a slight regression in literacy performance amongst our students, while there is a more significant drop in math performance, especially acute in grades 5-8.

Goal:

To accelerate the proficiency levels of students in the populations identified as critical concerns in both literacy and math to exceed one year’s growth

Change Ideas:

• Improving our assessment system to:

  • Disaggregate the data to see marginalized populations

  • Consolidate the various assessment platforms to enhance consistency of language and methodologies

  • Better implement MTSS

  • Represent student data to reflect the state’s 3 recovery areas

  • Improve Differentiated Instruction

• Making a comprehensive plan for professional development that:

  • Enhances teachers’ knowledge and skills needed to instruct students with various needs

  • Further inform teachers about trajectories of learning and high leverage concepts

  • Provides data-driven professional planning using the state’s 3 recovery areas

• Hire an implementation team of teachers to :

  • Gather and analyze data to inform Tier I instruction and Tier II services

  • Provide instructional coaching support to improve Tier I Differentiated Instruction

  • Further embed SEL practices into Tier I instruction