Cedar Canyon Elementary School Improvement and Achievement

Cedar Canyon Elementary

School Improvement and Achievement Plan

2020-2021

15011 Coldwater Road Fort Wayne, IN 46845

(260) 637-6101 http://cc.nacs.k12.in.us

http://cc.nacs.k12.in.us/

School Improvement Committee

Courtney Bailey – Principal

Cassie Antos - Counselor

Katy Geisleman – Pre-K Teacher

Chrissy Fox – Kdg. Teacher

Tessa Wight – 1st Grade Teacher

Kim Wade – 2nd Grade Teacher

Jennifer Shrawder – 3rd Grade Teacher

Heather Bucher – 4th Grade Teacher

Pandy Sinish – 5th Grade Teacher

Kristy Cobbs – Special Area Teacher

OUR MISSION

It is the mission of Cedar Canyon Elementary School to be a clutch* of cooperative, organized, persevering,

respectful and responsible learners.

*A “clutch” is the term for a family group of falcons.

CEDAR CANYON ELEMENTARY SCHOOL PHILOSOPHY

The staff of Cedar Canyon Elementary School is dedicated to providing educational opportunities for all

qualified residents within the boundaries of the Northwest Allen County Schools. Our purpose is to develop the

whole individual (mentally, physically, emotionally, and socially) into a citizen who is able to contribute

constructively to the society in which he/she lives.

Toward this end, we seek to provide a general education curriculum that will afford all students the essentials of

good citizenship. This includes an ability to communicate responsibly an awareness of our cultural heritage, an

appreciation of how diversity has shaped that heritage, and an understanding of the importance of respecting

different viewpoints in a democracy.

Cedar Canyon is committed to meeting the educational and social needs of students from diverse backgrounds

and multiple perspectives. Our community is composed of a changing mix of individuals with distinct learning

needs and learning challenges. Our staff has a commitment to diversity that is inclusive of all students that

enter our doors. We understand the obligation to see things from a variety of perspectives and our

responsibility to all students regardless of the challenges. We believe that developing a learning community

that demonstrates cultural competence includes building an awareness that is accepting and respectful of the

differences all individuals bring to the learning community. We are aware that our changing demographic

requires that we be aware of the needs of racial and linguistic minorities, special education populations and

those students coming to us from lower social economic status measured by students on free or reduced lunch.

We are committed to the analysis of data across curricular areas related to improving all skills in applications

across the curriculum for all students.

We also recognize that to be a contributing citizen in today’s world, a person must be taught his/her

responsibilities to his/her community. The importance of self-sacrifice, service to others, and deferred

gratification in a democratic society cannot be understated and will be emphasized. Furthermore, we feel that a

person must understand his/her capabilities before he/she can assume his/her role in society. Therefore, we will

strive to offer sufficient guidance so that the student is able to develop his/her individual talents, and make wise

decisions concerning his/her future endeavors. We believe in the “Power Of Our Words”. Each day we make

sure that our words are KIND, TRUE, and NECESSARY as we practice our Life Goals.

We believe the school should continuously evaluate itself and strive to update teaching techniques and

curriculum to meet the individual needs of the student and our community. It shall be the responsibility of the

professional staff to implement the Cedar Canyon Elementary School philosophy in each classroom, structuring

each course around the needs of the student and community.

NARRATIVE

Cedar Canyon Elementary School was completed in the fall of 2006 and accommodates students in grades

kindergarten through 5 plus 2 Special Needs Preschool classrooms.

Approximately 600 Cedar Canyon Falcons are under the wings of over 75 highly trained staff members who

provide individualized attention at each grade level. The mission of Cedar Canyon Elementary is to help

students become responsible, caring citizens who see their self-worth and value learning as a lifelong endeavor.

Students are encouraged to display their personal best in all aspects of their day. This year, students were

offered the option of on-site learning and remote learning due to the pandemic. Approximately, 70 students

chose the remote option.

During the 2013-14 school year Northwest Allen County Schools for the first time offered Full Day

Kindergarten as an option for our students and families. This year we have approximately 85 students attend the

Full Day program. The increase in time has allowed our teachers to dive deeper into the Kindergarten

curriculum. The teaching staff is able to provide our students more opportunities to practice skills across all

domains. In January of 2013, Northwest Allen County Schools had all students in Kindergarten and 1st grade

begin taking NWEA. This data is used to track student progress and to respond to the educational needs of our

students.

Attendance is a critical element to a student’s success both academically and in their social/emotional

development. The Cedar Canyon staff intentionally works to develop the necessary dialog/communication

between the school and home through newsletters, phone calls, parent/teacher conferences, and family specific

letters. Throughout the school year we continuously monitor student attendance and report it daily to staff and

quarterly to parents. To assist parents in tracking their child’s attendance a letter is sent home when students

miss their 8th, 10th, and 12th undocumented days. In addition to the letters, phone calls are made beginning with

the 10th absence to better understand the student’s absences and discuss ways/tips for better attendance.

Cedar Canyon offers many opportunities for students to grow academically, creatively, socially, and

emotionally, while also providing advanced building features that promote a safe environment. The building

was designed with separate wings of classrooms by grade level following the school within a school concept,

and boasts state-of-the-art technology and media center. The school is 1:1 with computers for our students.

The teachers utilize this technology to enhance learning opportunities and to discuss digital literacy.

Another unique feature to this building is a large student art gallery that recognizes and encourages student

creativity and interest in the fine arts. The building also includes a music room with choir and band emphasis,

and theater stage complete with audio and visual systems for performances. The building has completed two

rounds of the Legacy Art Project. In addition to this, last year a mural was painted within the school by a local

artist. Students were involved in the process and able to see the “Choose Kindness” mural take form. As a

school community, we look for ways in which we can continually increase the Art History displayed in our

hallways to help promote the love of the Arts and Art Education.

The Falcons are given opportunities to soar in such programs as fine arts, band, literature-based instruction,

after-school enrichment programs, student council, RAKtavists, and sports like cross country, basketball and

cheer. Parents are also a strong part of the culture at Cedar Canyon and offer additional support and programs.

We believe it is important to celebrate our successes and provide opportunities to discuss areas in which we

hope to improve. Falcon Factors are our monthly assemblies dedicated to address both of these areas. During

our Falcon Factors our entire school family comes together to highlight the “Life Goals” and focus for the

month. We also celebrate our student achievements by presenting two “High Flyer” awards per grade level that

focus on the Life Goal of the Month. In addition to our high flyer awards, we recognize students and staff as a

“Captain Kindness” role model. The person recognized has shown kindness to others on a consistent basis.

Falcon Factors are an excellent opportunity to build our school community and beliefs.

ASSESSMENT

In addition to the ILEARN and IREAD-3 assessments, Cedar Canyon students are assessed by North West

Educational Assessment (NWEA) testing up to three times per year, locally created Tier 3 assessments (reading,

math, science and social studies), and DRA testing in the fall with select student checked in the winter and

spring. The CogAt assessment is provided to Kindergarten, 2nd and 5th grade students in the spring to help

determine high ability students. Teachers administer both formal and informal assessments, which are used as

evaluation tools. Writing rubrics, anecdotal notes, running records, student conferences, writing portfolios, and

unit tests are used to measure student’s mastery and progress towards goals.

PARENT INVOLVEMENT

In order for students to reach their full potential, we believe that a partnership between home and school is

important. All NACS schools survey their parents on a regular basis to receive feedback on how the school can

improve. All of the PTO presidents of our schools meet quarterly with all the administrators to keep the lines of

communication open. Cedar Canyon has an active PTO and has parents serving on the district’s Academic

Advisory Council, and Gifted and Talented Committee.

Parent involvement is also very high during the day. Cedar Canyon has a parent workroom where parents

donate time to perform a variety of clerical and creative tasks for teachers. Parents are also scheduled to help in

the classroom with center activities and field trips.

SAFE AND DISCIPLINED SCHOOL ENVIRONMENT

As a member of the Allen County Safe Schools Committee, NACS has sent Cedar Canyon staff to many in-

services on school safety. Our district sent three NACS administrators to a 2 day training in the A.L.I.C.E.

program. Over the past several years we have trained all other NACS administrators in the elements of the

A.L.I.C.E. program and the training has been extended to all teachers at every building. In addition to this,

teachers have been provided with “Stop the Bleed” training, Narcan, and suicide prevention training.

Members of the local fire and police departments are present for our drills, perform inspections of the buildings,

and offer suggestions on improving the safety of our children. We have all of our safety and building

information on the Pierce Responder System which can be accessed by every emergency vehicle in Allen

County. Finally, we are in compliance with the state’s emergency drill protocols.

CURRICULUM

Our school corporation has developed a comprehensive curriculum map for Mathematics and Language Arts.

Additionally, each department has developed Tier 3 formative and summative assessments based on the Indiana

Academic Standards. Grade levels are required to review these assessments and report progress to the building

level administrator. All grades K-5 are implementing Indiana’s Academic Standards for College and Career

Readiness.

Each Cedar Canyon staff member has been supplied with a copy of the Indiana Academic Standards for College

and Career Readiness in each of the content areas. Teachers have a current curriculum map outlining essential,

important and worthwhile skills.

Implementation of Data Walls throughout the school year support the school’s commitment to the use of data to

guide and improve instruction. NWEA data will also be used as a tool in measuring student growth throughout

the year. Student strengths and areas of weakness will be targeted and appropriate instruction will be provided.

CAREER AWARENESS AND CAREER DEVELOPMENT

Cedar Canyon Elementary implements career awareness and career development instruction in grades K-5 to

introduce students to work values and basic employment concepts. To do this Cedar Canyon utilizes:

• Guest speakers

• Career simulation via JA

• Career-focused classroom lessons

• Career-focused guidance lessons

• School-wide teaching of Lifelines

This instruction is focused on teaching

• Mindsets – The established set of attitudes impacting self-growth

• Work Ethic – Set of values centered on the importance of doing work and reflected especially in a

desire or determination to work hard.

• Learning Strategies -- Processes and tactics students employ to aid in the cognitive work of thinking,

remembering or learning.

• Social and Emotional Skills -- The process through which the knowledge, the attitudes, and the skills

necessary to understand and manage emotions, set and achieve positive goals, feel and show

empathy for others, establish and maintain positive relationships, and make responsible decisions is

acquired.

TECHNOLOGY AS A LEARNING TOOL

Northwest Allen County Schools has implemented an Easy Tech curriculum, which provides each grade level

with appropriate age skills for students to use and learn. Students K-5 have their own 1:1 Chromebook to

utilize in the classroom and at home as teachers work to integrate technology into the classroom. Our

elementary students use the Google Platform (Google Docs, Google Sheets, Google Slides, Chrome, etc). Each

device came with an adapter, a case, handle, and a shoulder strap to carry to and from school. The device in its

case is small enough to fit in most backpacks as well. Included on the device is a filter that provides an added

layer of protection against unwanted and inappropriate materials. Students have wireless capability in all areas

of the building. Students and staff also implemented the use of thirty iPads as well as document cameras and

LCD projectors.

To help promote safe usage of the device and how to interact online, NACS has created digital citizenship

curriculum created locally and from Common Sense Media. The goal of this curriculum is to educate and

empower young people to harness the power of the Internet and digital technology for learning and to become

safe, responsible, and respectful digital citizens. The curriculum emphasizes a balanced approach and celebrates

the positive aspects of digital life while teaching students to avoid its potential perils. The Digital Citizenship

curriculum is rooted in a model of ethical thinking that starts with the self and moves outward, to encompass the

entire community. Through hands-on activities, role-playing, and classroom discussion, children were asked to

reflect on how their digital and online behaviors affect themselves, their friends and family, and the

communities of which they are a part. Cedar Canyon is excited to build on our current curriculum by

participating in a “Digital Citizenship Week” in the fall of 2020.

In order to continue to utilize the 1 to 1 technology, Cedar Canyon staff has been given multiple opportunities to

participate in Professional Development trainings. These trainings focused on best practices in the use of

technology, building a Canvas page, blended learning forums, understanding Google Docs, and utilizing a

Chromebook. The Cedar Canyon Staff also focused on ways in which they can continue to integrate technology

into the classroom in order to enhance their learning goals. In addition to this, all Cedar Canyon Staff members

use Canvas as a Learning Management System. This tool is used within their classroom and will aid parents and

students on an eLearning day. It is exciting to see how technology is being integrated into the daily educational

practices of our students and teachers to heighten learning.

Staff Development

Staff professional development plans will focus on continuing to provide teachers opportunities to work

collaboratively in the following areas in an effort to improve student learning and performance:

● 6+1 Writing Traits

● Development of Tier 3 Assessments in all subject areas

● Work with Dr. Tony Frontier on Effective Teaching using the Art and Science of Teaching

● ASCD PD In Focus Web-based learning

● Ongoing PD on the Indiana Academic Standards for College and Career Readiness

● The teacher contract day is extended 60 minutes on Wednesdays in order to create additional

time for professional development, planning, and school improvement activities

● The corporation maintains and institutional membership to ASCD, which provides continuous

access to up-to-date professional development resources

● Professional Learning Communities

● A.L.I.C.E. safety training

● Data Wall Meetings (3 times each year)

● Book Studies

● Lesson Studies

● Technology training

https://www.commonsensemedia.org/

● Wonder’s trainings

● Google Tools training

● Canvas training

● Assessment and Grading training with Drs. Guskey

● PowerSchool Gradebook training

● Trauma Informed Trainings on Building Resilience in Student with Dr. Lori Desautels

● Teachers in grades K-3 trained in Orton-Gillingham

AREAS OF CONCERN

In the area of English/Language Arts, Cedar Canyon’s students scored above the state average. However, when

looking at the school data, students struggled to take the information read, comprehend and evaluate the

information, and then apply it. Cedar Canyon’s grade level reading instructional strategies are varied in some

ways, yet there are consistent aspects of instruction throughout all grades and at each grade level. Over the past

several years we have worked on building our “skill sets” and knowledge of research based reading strategies

including the use of CIM instruction in our intermediate grade levels. Teachers in 3rd, 4th, and 5th grades have

been trained in CIM and are running CIM groups for our most striving readers. While all teachers use a

balanced literacy approach, the CIM approach provides additional instruction in Word Work and Writing.

Grade level teachers and literacy assistants are supported by our Reading Interventionist teacher. Our Reading

Interventionist teacher has provided detailed and specific instruction to our teachers on how to pick a focus for

their guided reading groups, components of their plans, and how to further support their students. In addition to

building level professional development opportunities, there have also been grade level trainings for the entire

school corporation on the Wonders Reading Program including providing specific instruction that requires

students to respond to a variety of prompts (persuasive, informative, or narrative) in response to literature and

nonfiction texts.

There are also concerns that our students are not making adequate growth in the area of Mathematics. While

over half of Cedar Canyon students had passing scores on the ILEARN, closer inspection reveals a deficiency in

the area of math computation and application of these skills in real world problems. This discrepancy also

shows up on our NWEA test scores. The NWEA student growth summary reveals Cedar Canyon students

making lower than expected growth in math. Cedar Canyon will expand the Math Intervention, IXL, to support

students who did not pass ILEARN and/or performing below the 25 percentile in NWEA. A total of 30 students

will be working on the IXL program 5 days per week for 20 minutes in addition to the daily classroom

instruction. Each grade has also implemented a daily math computation fluency program to work on these skills.

Based upon the new rigorous ILEARN Math performance-based problems, Cedar Canyon will utilize strategies

to strategically attack and solve problems.

CEDAR CANYON GOAL IMPLEMENTATION PLAN

GOAL#1

All students will maintain growth in the area of reading comprehension across the curriculum.

IMPLEMENTATION PLAN for 2019 - 2022:

Identify students who did not pass the Spring 2019 IREAD or ILEARN in the area of Reading and/or in

the bottom 25th percentile on NWEA. In addition, we will analyze the reading data in the primary grades

to identify students at risk. We will critically review the current reading program and fully implement

the Wonders Reading Program in all grades. Close Reading strategies will be utilized in every classroom

grades K-5. Maintain 1 to 1 initiative on personal devices to support reading instruction in the classroom

at school and at home.

ASSESSMENT:

Each grade level will meet with the School Literacy Coordinator to develop a Data Wall and collaborate

on student progress and programing. A reading committee will meet quarterly to discuss implementation

of the school’s Reading Plan.

We will use DRA, NWEA, ILEARN, Teacher Observations, and District Common Assessments.

ILEARN or NWEA scores: Scores from these standardized tests from the area of reading will be used

as assessment instruments.

STAFF DEVELOPMENT:

Staff development plans will focus on providing teachers information on the Wonders Reading Program and

the correlation to grade level standards. In addition to this, teachers in grades K-3 will be provided training

in Orton-Gillingham. We will use both of the programs to maintain and build upon previous programming.

We will provide times for teachers to work collaboratively to improve their teaching and instruction in

literacy. We will have specific training for new teachers to Cedar Canyon on the strategies used in Close

Reading. Teachers in grades K-5 will have data wall meetings/collaborations to have extended

conversations on reading instruction. These conversations will focus on differentiated reading instruction,

next steps on formative assessments, linking technology to enhance reading instruction, and communication

with parents on reading standards.

YEAR ONE

1. Collaboration time each week to discuss student progress.

2. Monthly professional development sessions on teaching strategies and techniques to improve learning

3. Professional development session on digging into NWEA data and how to better use the data within the

classroom.

4. 2 – half day observation days within NACS schools to watch Highly Effective Teachers in action.

5. Wonders Reading Program training for teachers K-5 on implementation, focused reading instruction,

and writing instruction.

6. Meet with Assistant Superintendent and Reading Interventionist Teacher to maintain Data Wall and

determine reading strategies

7. Guided Reading training for new teachers.

8. Guided Reading and/or Literature Circles.

9. Literacy coaching for grades K-5.

10. Dyslexia screening assessments and discussions on data

11. Orton-Gillingham training for two primary teachers and Reading Interventionist Teacher

12. Implementation of small Group work in grades K-5 based on specific skill needs and standards

13. IREAD Computer Program for grades K-2 for help with phonemic awareness.

14. DRA/BRI K-5 Assessment.

15. CIM training for teachers in grades 3, 4, and 5.

16. CIM groups in grades 1, 2, 3, 4, and 5.

17. Maintain school Reading committee.

18. Collaboration on the Indiana Academic and College & Career Ready Standards with a focus on Literacy

Standards across content areas.

19. Spring Reading Across the School Week

20. Provide students with information on County Library Summer Reading Program.

21. Training from Dr. Lori Desautels on Social-Emotional Learning and strategies to implement within the

classroom.

22. Book Study on Fostering Resilient Learners – strategies for creating a Trama-Sensitive Classroom.

YEAR TWO




classroom including the use of NWEA map skills.


5. 1 – half day grade level collaboration meeting to finetune reading instruction

6. Orton-Gillingham training for teachers K-3 focused reading instruction



8. Guided Reading training for new teachers







15. Success Coach – reading for students who are bubble kids


17. Maintain school Reading Committee





21. Provide students with summer reading packet to complete with incentives

YEAR THREE




classroom.




6. Guided Reading training for new teachers




10. Orton-Gillingham training for two primary teachers and Reading Interventionist Teacher




14. Success Coach – reading for students who are bubble kids


16. Maintain school Reading committee.





20. Provide students with summer reading packet to complete with incentives

21. Book Study on All Learning is Social and Emotional – Helping students develop essential skills for the

classroom and beyond.

GOAL#2 All students will improve their math computation skills (math fluency) and multi-step performance

based problems (application).

IMPLEMENTATION PLAN for 2019-2022:

Identify students who did not pass the Spring 2019 ILEARN in the area of Mathematics and/or in the

bottom 25th percentile on NWEA. We will provide an additional 20 minutes per day of instruction

through the IXL program. Grade level teachers will use the “math frame” to work on multi-step

performance-based tasks. Maintain 1 to 1 initiative on personal devices to enhance and support math

instruction in the classroom at school and at home.

ASSESSMENT:

Each grade level will work to develop and implement classroom approaches to improve our students’

math computation and problem-solving abilities as measured by the ILEARN and NWEA tests. These

approaches will be evaluated weekly in a collaborative approach by the grade levels and will be

documented in teachers’ lesson plans.

We will utilize common assessments for each grade level as a part of our math program. Teachers will

complete on-going weekly formative assessments on math facts/skills.

ILEARN and/or NWEA scores: Scores from these standardized tests from the area of mathematics will

be used as assessment instruments.

STAFF DEVELOPMENT:

Teachers will receive training on the Indiana Academic and College & Career Ready Standards with a focus

on Math Standards across content areas. We will provide time for teachers to collaborate with the IDEAS

Team to make strategic changes in instruction and student support. Teachers will be given articles on the use

of specific math strategies and specific performance problems to utilize with their students.

YEAR ONE


2. Meet with IDEAS Team to discuss progress and track implementation.


4. Professional development from the IDOE on math strategies and implementation

5. New teacher training

6. Guided Math Lesson and whole group instruction.

7. Support from District’s Curriculum Coordinators

8. AIMS Web K-5 Progress Monitoring.

9. IXL Program.

10. School wide Math Focus and recognition to school.

11. Provide parents with Go Math resources.

12. Training on new Standards and Assessments.

13. Maintain a school Math committee.

14. Math groups in 5th grade.

15. Ongoing Math Intervention Resources.



17. Math fact review programs across all grade levels.

18. Online Math Games to practice math skills

19. Summer Math Packet Program

20. Vertical Collaboration between grade levels

YEAR TWO


2. Examine the effectiveness of the IXL program and expand where needed.


classroom including the use of NWEA map skills.



6. 1 – half day grade level collaboration meeting to finetune math instruction


8. Support from District’s Curriculum Coordinators


10. Go Math Academy for interventions

11. Success Coach – math intervention for students who are bubble kids


13. Provide parents with Math resources.

14. Training on Standards and Assessments.

15. New teacher training.





19. Utilize a Math Frame for performance based tasks.



22. Summer Math Packet Program with incentives

23. Vertical collaboration between grade levels

YEAR THREE


2. Examine the effectiveness of the IXL program.






8. IXL Program.


10. Go Math Academy for interventions

11. Success Coach – math intervention for students who are bubble kids

12. Provide parents with Math resources.

13. Training on Standards and Assessments.

14. New teacher training.



17. Ongoing Math Intervention Resources.

18. Collaboration on the New Indiana Academic and College & Career Ready Standards with a focus on

Literacy Standards across content areas.

19. Utilize a Math Frame for performance based tasks.


21. Summer Math Packet Program

22. Vertical collaboration between grade levels

ARTIFACTS

The following pages contain artifacts in support of our areas of concern and the resulting goals.

ILEARN DATA

Percent Passing Language Arts

*All state testing was canceled in 2019-2020 due to COVID-19


*All state testing was canceled in 2019-2020 due to COVID-19

ISTEP DATA

Percent Passing Math

0%

20%

40%

60%

80%

100%

20

17

-20

18

20

16

-17

20

15

-16

20

14

-15

20

13

-14

20

12

-13

20

11

-12

20

10

-11

20

09

-10

20

08

-20

09

- Sp

r.

20

08

-20

09

fal

l

20

07

-08

Percent Passing

Math ISTEP

Grade 3 Grade 4 Grade 5


0%20%40%60%80%

100%120%

20

17

-20

18

20

16

-17

20

15

-16

20

14

-15

20

13

-14

20

12

-13

20

11

-12

20

10

-11

20

09

-10

20

08

-20

09

Sp

r.

20

09

-10

Fal

l

20

07

-08

Percent Passing

E/LA ISTEP

Grade 3 Grade 4 Grade 5

NWEA DATA

COMMON CORE

*2020 numbers reflect the mean RIT on winter assessment as we couldn’t assess in the spring (COVID-19)

GRADES K-1: Math

GRADES 2-5: Math

GRADES K-1: Reading

GRADES 2-5: Reading

GRADES 2-5: Lang. Arts

DATA – INVIEW

DOE DATA and REPORTS

(Information listed for 2019-2020 school year)

Documents

Cedar Canyon Elementary School Improvement and Achievement