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including comprehensive data analyses (with student learning, demographic, school process, and perceptions data) and causal analyses has been completed at the school level and the results have informed the goals and change ideas included in this School Continuous Improvement Plan. Resources such as the Comprehensive Needs Assessment Toolkit , and the Data Profiles: Protocol for Analysis document may assist you in defining your current assets and challenges.  \n X  A data inventory demonstrating the results of the CNA has been completed and has been uploaded with the  \nsubmission of this CIP. This data inventory must include student proficiency levels for literacy and indicate  \nuniversal screening instruments used in local assessment systems (per Act 139 ) .  \nX  This plan will be made available to the school community via the school website and in print form (if requested) . If a language translation or other accommodation is required, please contact [Please type here] .    \nX  This plan was/will be approved by the school board.  \n X  This plan was approved by the LEA Superintendent or designee.  \n NA  If your LEA is currently undergoing a formal Resource Allocation Review (RAR) with the AOE, please ensure that LEA  \nleadership attaches/uploads a copy of the LEA’s RAR improvement goals and strategies.  \n NA  This plan is developed in coordination with other Federal, State and local services, resources and programs such as  \n X  This plan is in effect for the 2025-26 school year   \n X  This plan will be monitored quarterly and as needed by the school and will be updated by the school quarterly and as needed to ensure that the plan is based on student needs and is providing equitable access for all students to meet the challenging State academic standards. The AOE may request documentation of these monitoring practices at any time.  \nSection 1: Collaborative Stakeholder Input-All Schools complete this section  \nCollaborative Stakeholders Represented: Greg Schillinger, principal; Jennifer Wigmore, associate principal, Brett Lertola, associate principal; Steve Sampson, associate principal; Jody Sabataso, parent, Hilary Poremski, teacher; Joy Kogut, teacher; Casey Giordano, parent; Ellie Davine, teacher; Maddie Pritchard, teacher; Michele Geisler, parent; Marisa Astin, teacher; Ellada Siliski, teacher and Grove Street director; Jen Pros, school counselor; Amy Conn, parent; Bryan Cupoli, teacher  \nSection 2: Goals, Measures of Improvement, and Evidence-based Change Ideas  \nAll schools complete this section.  \n\n| Goal Number | School Prioritized Goals (include academic and safe, healthy school goals for all students AND targeted subgroups if identified for TSI/ATSI) | Outcome Measures (directly related to goal) | Prioritized Evidence-based Strategies/Change Ideas, evidence level and research source citation | Fiscal, human, other resources (or investments) needed to support implementation |\n| --- | --- | --- | --- | --- |\n| 1. Academic Achievement | RCPS supports all students in accessing standards-based programming and working towards the Portrait of a Graduate traits by removing barriers to success. | Increase academic\u003Cbr>achievement and skill development\u003Cbr>as measured by Fastbridge assessments, state standardized tests, and Common Local Assessments | Regularly analyze student achievement data and adapt and adjust instructional practices (universal for all students) and interventions (targeted and intensive) based on student outcomes.\u003Cbr>Targeted professional\u003Cbr>development on Tier 1 strategies\u003Cbr>Expand Fastbridge assessments to include additional grades | -Intervention strategies such as scheduled time during the school day for additional time on task for struggling learners as well as after-school and summer learning activities.\u003Cbr>-Supports for Multi-Langua","cbCaiegd2JuJICHI","https://ap.wps.com/l/cbCaiegd2JuJICHI","pdf",293597,"English","# Assurances\n## Section 1: Collaborative Stakeholder Input-All Schools complete this section\n## Section 2: Goals, Measures of Improvement, and Evidence-based Change Ideas\n## Section 2 (a): Goals Related to Reading Proficiency (Act 139 implementation)","[{\"question\":\"What assurances are required in the School Continuous Improvement Plan?\",\"answer\":\"The plan must confirm completion of a comprehensive needs assessment with data and causal analyses, upload a data inventory with literacy proficiency and universal screening instruments, and specify availability and approval by the school board and LEA superintendent.\"},{\"question\":\"Who contributes to the collaborative stakeholder input section?\",\"answer\":\"The plan lists represented stakeholders including the principal and associate principals, parents, teachers, the school counselor, and other school staff such as the Grove Street director.\"},{\"question\":\"What are the main goal areas and outcome measures in Section 2?\",\"answer\":\"Section 2 includes goals for academic achievement and safe/healthy schools, with outcome measures such as Fastbridge assessment results, state standardized tests, common local assessments, and participation and behavioral infraction metrics.\"}]","RCPSCIPRutlandHighSchool25-265-6-25 - School Continuous Improvement Plan | PDF",1790114510]