Strategic Plan
Cranston Public Schools District Strategic Plan 2020-2024
Cranston Public Schools District Strategic Plan
Strategic Plan (2020-2024)
Building Cranston’s future one child at a time.
Vision
The Cranston Public School district is a reflection of the diverse community it serves, working together to instill a sense of pride, purpose and belonging. CPS allows students to direct and personalize their own learning through high quality, evidence-based curricula in a safe, supportive, academically focused learning environment. Our students will collaborate, communicate, problem solve, and think critically, with a focus on achieving college and career readiness.
Values
Tradition: We value the rich traditions of the community we serve.
Tradition is woven into the fabric of our schools. We value the contributions of our past graduates, while looking to instill new traditions in our current students and those yet to come.
Academic Excellence: We value a dynamic learning environment in which teachers and students strive for the highest levels of achievement.
Graduation is the goal for all students. Academic success prepares our students for a multitude of opportunities they choose to pursue after graduation. Our classrooms foster the skills necessary to compete in our global society.
Community: We value our community as our greatest resource. The individual experiences of our students, staff and families provide a fertile ground for our students to grow academically, physically, socially, and emotionally.
The diversity in our community is a source of strength. As our students learn in the classroom, compete on the field, perform in our clubs and activities, they reflect the ideal that our students are the Pride of Cranston.
Theory of Action
If LEA...
Then LEA can...
So that...
Needs Assessment
Through our Needs Assessment, it was revealed that district our works hard to instill a sense of pride, purpose and belonging. CPS allows students to direct and personalize their own learning through high quality, evidence-based curricula in a safe, supportive, academically focused learning environment. The data revealed a need to prioritize improving English language arts (ELA) and math proficiency levels for all students, while focusing on improving student attendance at all levels. We intend to focus on closing the achievement gap in ELA and Math between Differently-Abled Students (DAS) and non-DAS, along with a heavy focus on ELP, both noted areas for improvement on the most recent district report cards. Finally, we have to decrease the number of students who are chronically absent.
Baseline Data:
- RICAS Math 21.7% meet or exceed expectations; 54.3% are partially meeting expectations
- RICAS ELA 32% are meeting or exceeding expectations and 48.2% are partially meeting expectations.
- SAT ELA - 43.5% are meeting or exceeding; 31% are getting a 1 and 25.5% are partially meeting
- SAT Math - 18.9% are meeting or exceeding; 41.5% are partially; 39.6% not meeting
- ELP Students:
o SY22/23 1110 total
o 292 Met target- AYP
o 237 do not have target- 1st year
o 581 did not demonstrate sufficient growth
o Growth Rate: 124 made target out of 1110 11.1%
Additionally, we need to collectively work to differentiate instruction to meet the needs of all learners.
Priority 1: Improving ELA proficiency
We will work to improve all students’ proficiency in ELA.
Cranston Public Schools will work to set rigorous goals for all students in ELA. CPS
will provide support to staff through professional learning and evidence-based
curricular resources.
Measurable Goals
Goal #1 - The percent of students meeting or exceeding expectations on ELA state assessments
will increase from 33.6% to 48.6% by the end of the 2025–26 school year.
|
Initiative 1: Science of Reading |
|
|
The district is engaged in ongoing professional development to meet the awareness and proficiency trained requirement of its educators by the 2025 school year. |
|
|
Supporting Research and Evidence: he Rhode Island Science of Reading and Structured Literacy Syllabi Refinement Tool with materials for supporting coursework and professional development in literacy. The identified resources align with the competencies and components of instruction required to develop a proficient level of knowledge in the Science of Reading and Structured Literacy within the Rhode Island Right to Read Act |
|
|
Action Step |
Complete-Date |
|
Early Childhood – LETRS Early Childhood – proficiency training |
06/30/2025 |
|
LETRS K-5 – Elementary Level - proficiency training – 2 -year training |
06/30/2025 |
|
Orton Gillingham – Secondary Level – proficiency training |
06/30/2025 |
|
Bridge RI – all other educators - awareness training |
06/30/2025 |
|
LETRS Administrators – Elementary Level Administrators – awareness training |
06/30/2025 |
|
RIDE/HILL Administrators – Secondary Level Administrators – awareness training |
06/30/2025 |
|
Initiative 2: High Quality Curriculum Resources |
|
|
Having access to high-quality curriculum materials is an important component of increasing equitable access to a rigorous education that prepares every student for college and careers. Through this national movement to increase access through high-quality materials, in 2019, RIGL§ 16.22.30-33 was passed which requires the Commissioner of Elementary and Secondary Education, and RIDE, to accomplish the following: • Develop statewide academic standards and curriculum frameworks; • Identify at least five (5) examples of high-quality curriculum and materials for each of the core subject areas (English Language Arts, Mathematics, & Science); • Support LEAs in the selection and implementation of curriculum materials. This legislation requires that all RI LEAs adopt high quality curriculum materials in K-12 schools that are (1) aligned with academic standards, (2) aligned with the forthcoming curriculum frameworks, and (3) aligned with the statewide standardized test(s) (i.e. RICAS, PSAT/SAT, NGSA), where applicable. Furthermore, this selection must be completed by June 2023 for mathematics and English Language Arts (ELA) and June 2025 for science. Respective to each content area, implementation should be in place by September following a June selection. |
|
|
Action Step |
Complete-Date |
|
Adopt the use of “Green Rated” StudySync Curriculum at the Secondary Level |
09/01/2021 |
|
Overview of StudySync PD and StudySync online platform PD |
09/30/2021 |
|
Scope and sequence development |
06/30/2025 |
|
Outline and design of district assessments, unit assessments and Novel studies and thematic unit designs |
06/30/2025 |
|
MLL and Special Education How To and MLL Blade in StudySync PD |
06/30/2025 |
|
Small group station rotation instruction PD |
06/30/2025 |
|
Addressing intervention students and RICAS/SAT Test prep design |
06/30/2025 |
|
ESY for students with disabilities who experience regression |
06/30/2025 |
|
The Summer Literacy Program 2023 for grades K-2 focused on increasing student achievement of our K-2 intervention students in the areas of reading and mathematics |
09/01/2023 |
|
Bilingual evening story hour for MLL elementary students and their families. MLL teachers with the librarian and translators |
06/30/2025 |
|
40 hours of Summer Learning through WIDA was offered to all CPS teachers, administrators and paraprofessionals. |
12/30/2023 |
|
MLL certification program at RWU and URI. |
06/30/2025 |
|
RICAS, SAT, PSAT test prep |
06/30/2025 |
|
Adaptive strand of the Wonders Curriculum |
06/30/2025 |
Priority 2: Improving Math proficiency
We will work to improve all students’ proficiency in mathematics.
Cranston Public Schools will work to set rigorous goals for all students in mathematics.
CPS will provide support to staff through professional learning and evidence-
based curricular resources.
Measurable Goals
Goal #1 - The percent of students meeting or exceeding expectations on Math state assessments will increase from 21.2% to 36.2% by the end of the 2025–26 school year.
|
Initiative 1: High Quality Curriculum Resources |
|
|
Having access to high-quality curriculum materials is an important component of increasing equitable access to a rigorous education that prepares every student for college and careers. Through this national movement to increase access through high-quality materials, in 2019, RIGL§ 16.22.30-33 was passed which requires the Commissioner of Elementary and Secondary Education, and RIDE, to accomplish the following: • Develop statewide academic standards and curriculum frameworks; • Identify at least five (5) examples of high-quality curriculum and materials for each of the core subject areas (English Language Arts, Mathematics, & Science); • Support LEAs in the selection and implementation of curriculum materials. This legislation requires that all RI LEAs adopt high quality curriculum materials in K-12 schools that are (1) aligned with academic standards, (2) aligned with the forthcoming curriculum frameworks, and (3) aligned with the statewide standardized test(s) (i.e. RICAS, PSAT/SAT, NGSA), where applicable. Furthermore, this selection must be completed by June 2023 for mathematics and English Language Arts (ELA) and June 2025 for science. Respective to each content area, implementation should be in place by September following a June selection. |
|
|
Action Step |
Complete-Date |
|
Overview of Reveal Math and Reveal Math online platform PD |
09/01/2021 |
|
Scope and Sequence layout in the program and Designing scope and sequence |
06/30/2025 |
|
Outline and design of district assessments, unit assessments |
06/30/2025 |
|
Redesign of Algebra I scope and sequence and creation of Algebra I Essentials |
06/30/2024 |
|
Addressing intervention students and RICAS/SAT Test prep design |
06/30/2025 |
|
Aleks Implementation Pilot PD Series |
06/30/2025 |
|
A dual certified teacher Spec Ed/MLL |
06/30/2025 |
|
BRIDGE programs (Math in grades 5 to 6 and 8 to 9) |
06/30/2025 |
|
Math interventionists |
06/30/2025 |
|
SUM Math |
06/30/2025 |
|
RICAS, PSAT, SAT Prep |
06/30/2025 |
|
Initiative 2: Project-Based Learning (PBL) |
|
|
As part of the bond to improve facilities in Cranston Public Schools to reflect 21st century learning, we recognize the need to change the environment in which we teach. This requires a re-training in how we teach students through the use of inquiry project-based learning. Teachers, along with student voices, decide on a challenge or question they have and are looking to resolve. Educators are provided intensive professional development and coaching on how to design a PBL project, pull resources including experts in the field leading to a final product and exhibition. Educators learn how to use their curricular resources in a deep and meaningful way, while providing students choice and voice in the process. This requires a more meaningful engagement with the content at a rigorous and challenging level. |
|
|
Action Step |
Complete-Date |
|
Intensive professional development and coaching on how to design aPBL project |
06/30/2025 |
|
Implementation Plan to infuse PBL into Classrooms |
06/30/2025 |
|
Expand PBL instruction with Early Adopters providing instruction to other staff |
06/30/2025 |
Priority 3: Improving attendance
We will work as a community to improve overall attendance
The Cranston Public Schools will work with students, families, staff, and outside providers to
find ways to improve overall attendance in the Cranston Public Schools.
Measurable Goals
Goal #1 - The percent of students attending school on a daily basis will increase from 92.6% to 95.6% by the 2025-26 school year.
|
Initiative 1: Attendance Teams |
|
|
ach school will develop attendance teams to diagnose, track, and problem solve issues and solutions around chronic absenteeism. The Cranston Public Schools will work with students, families, staff, and outside providers to find ways to improve overall attendance in the Cranston Public Schools. |
|
|
Action Step |
Complete-Date |
|
Each school will develop attendance teams, consisting of administrators, teachers and support personnel to review, analyze, and problems solve attendance issues for chronically absent or in danger students |
06/30/2025 |
|
Utilize the RIDE Attendance Portal and the attendance nudge tool to leverage effective communication regarding school attendance. |
06/30/2025 |
|
Incentivize and celebrate continued improvement in the area of attendance and student performance. |
06/30/2025 |
|
Talking Points family communication app to foster School:Family communication, meeting families in their home language |
06/30/2025 |
|
Hire Dean of Students(Attendance), Dean to meet with attendance teams, Dean to meet with individual students and families on an ongoing basis to facilitate family outreach |
08/30/2023 |
|
Initiative 2: Increase student connections and a sense of belonging in school |
|
|
The CPS will increase student connections and a sense of belonging in schools to further the creation of a safe, healthy, supportive environment that supports student well being, academic success, and other positive outcomes. |
|
|
Supporting Research and Evidence: This practice guide is an updated version of Supporting and Responding to Student Behavior (Office of Special Education Programs, 2015). "Supporting and Responding" summarizes evidence-based, positive, and proactive practices that support and respond to students’ social, emotional, and behavioral (SEB) needs in classrooms and similar teaching and learning environments (e.g., small-group activity). |
|
|
Action Step |
Complete-Date |
|
Invest in high quality teaching and learning, including implementing culturally and linguistically responsive teaching practices |
06/30/2025 |
|
Partner with families and community organizations representing historically marginalized populations and others to ensure the strategies are meeting the needs of all students |
06/30/2025 |
|
Provide PD to ensure safe, healthy, and supportive environments, free from bullying and harassment, including discrimination based on race, color, national origin, sex, or disability in educational program. |
06/30/2025 |
|
Cranston Mobile Crisis & Stabilization Unit |
05/15/2023 |
|
Administrators are participating in a year long professional learning community with a focus on cultural sensitivity. |
06/30/2024 |
|
After school supports |
06/30/2025 |