Mission Statement

The Cedar Valley Learning Community is committed to educating children in a safe and nurturing environment that challenges them to reach personal goals and to exceed state and national standards.

Goal I

Narrow the achievement gap for student groups (mathematics and science)

Campus Goals: (Identify and quantify 1-3 campus targets/objectives)

Increase the TAKS passing rate of economically disadvantaged students in Math by 9%
Increase the TAKS passing rate of Hispanic students in Science by 17%
Increase the TAKS passing rate of economically disadvantaged students in Science by 26%

2008-2009 Strategies

Develop common mission, vision, values & goals
Ensure achievement for all students; creating systems for prevention & intervention
Create/support collaborative teaming focused on teaching & learning
Use data to guide decision making and continuous improvement
Gain active engagement from family and community
Build sustaining leadership capacity

Action Steps:

Train all teachers to use the Strategic Instruction Model (SIM) content enhancement strategies
Implement a tiered campus RtI model, including AMI/ARI, Math and Reading Lab and the Middle School Acceleration Initiative
Ensure Math and Science grade level teams plan instruction weekly
Analyze Math and Science benchmark data and use it to guide intervention
Collaborate with Science teachers from other RRISD middle schools in order to develop and share engaging and rigorous lessons aligned to the ARRC
Monitor student performance closely at critical intervals and adjust academic support as needed
Pilot a Lego League team comprised of historically underrepresented minority students

Performance Measures: Benchmarks, TAKS, AYP, College Readiness scale scores, # of course organizers posted on teacher websites, six weeks grades

Goal II

Increase the percentage of minority/underrepresented students enrolled in advanced classes.

Campus Goal: (Identify and quantify 1-3 campus targets)

Increase the commended scores of African American, Hispanic, and economically disadvantaged students to at least 35% in Math, Reading, Writing, Science and Social Studies
Increase the number of underrepresented minority students enrolling in pre-AP classes in 9th grade

2008-2009 Strategies:

Develop common mission, vision, values & goals
Ensure achievement for all students; creating systems for prevention & intervention
Create/support collaborative teaming focused on teaching & learning
Use data to guide decision making and continuous improvement
Gain active engagement from family and community
Build sustaining leadership capacity

Action Steps:

Train teachers in the 5E lesson design
Provide TESA training for a core group of teachers to be expanded annually
Identify the top 25% of minority students in the 8th grade class and meet with them prior to high school registration to encourage them to enroll in at least one pre-AP course
Promote college readiness through activities like Education--Go Get It Week, the Middle School Acceleration Initiative and counselor guidance lessons
Collaborate with feeder elementary schools’ 5th grade teachers to ensure students are prepared for accelerated Math in 6th grade
Provide parent information sessions on high school course offerings, career pathways and graduation plans

Performance Measures: TAKS, Gold Performance Acknowledgements, # of African American, Hispanic and economically disadvantaged students enrolled in advanced classes, AP credits, AYP, attendance

Goal III

Increase the high school completion rate.

Campus Goal: (Identify and quantify 1-3 campus targets)

Train all faculty and staff in the Positive Behavior Support process
Increase the passing rate on the 8th grade Math and Reading TAKS to 100% by the second administration

2008-2009Strategies:

Develop common mission, vision, values & goals
Ensure achievement for all students; creating systems for prevention & intervention
Create/support collaborative teaming focused on teaching & learning
Use data to guide decision making and continuous improvement
Gain active engagement from family and community
Build sustaining leadership capacity

Action Steps:

Implement and train PROWL expectations for all common areas at CeVMS
Increase the number of adult mentors at CeVMS by 20%
Implement a tiered campus RtI model, which includes AMI/ARI, Math and Reading Lab and the Middle School Acceleration Initiative, in order to close achievement gaps by the conclusion of 8th grade
Monitor student performance closely at critical intervals and adjust academic support as needed
Participate in 8th to 9th grade transition activities

Performance Measures: TAKS, AYP, completion rate, dropout rate, attendance rate, college readiness scale scores, # of discipline referrals, volunteer hours, six weeks grades

Goal IV

Implement strategies to address the different needs of high school students:

Increase counselor time with students;
Implement a local Personal Graduation plan (PGP) to ensure high school graduation on time
Increase counselor contact time with college-bound students to ensure students are on track with college-preparation credits

Campus Goal: (Identify and quantify 1-3 campus targets)

Provide students at least four guidance lessons per year
Conduct parent meetings for each student who failed a portion of the TAKS the previous year in order to develop a PGP with parent, teacher, counselor and administrator input
Conduct mid-cycle consults and end-of-grading period LPAC meetings for each ELL student who is failing an academic class

2008-2009Strategies:

Develop common mission, vision, values & goals
Ensure achievement for all students; creating systems for prevention & intervention
Create/support collaborative teaming focused on teaching & learning
Use data to guide decision making and continuous improvement
Gain active engagement from family and community
Build sustaining leadership capacity

Action Steps:

Present grade-level differentiated guidance lessons on bullying prevention, character education, study skills, college and career readiness through advisory
Implement daily activities for Education—Go Get It Week, Red Ribbon Week and Prejudice Awareness Week
Embed “No Place for Hate” student activities throughout the school year
Develop, implement and monitor the PGP for each student who failed a portion of the TAKS the previous year
Monitor progress reports and six weeks grades of ELL students and facilitate mid-cycle consults and end of grading period LPAC meetings as needed

Performance Measures: Benchmark scores, TAKS, AYP, college readiness scale scores, student sign-in logs, No Place for Hate designation, six weeks grades

Learner Centered Academic Pledge

Employees and stakeholders in the Round Rock Independent School District believe that every student must acquire the knowledge and skills defined in the Aligned Round Rock Curriculum. We are committed to ensuring that all young people of different socio-economic status, race, ethnicity, gender, or disability succeed academically. It is our purpose to educate all students to high levels of learning to ensure college and career readiness, while fostering positive growth in social and emotional behaviors and attitudes. The entire RRISD staff pledges itself to these student outcomes.