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2020 Stakeholder & Accreditation Report Cedar Valley High School, 1389 Aviator Avenue, Eagle Mountain, UT 84005, www.cvhs.alpineschools.org 801-610-8825

Welcome to Cedar Valley High school.

To be a member of our crew means: “You are an aviator.” What does an aviator do?

Being a successful Aviator requires a combination of skills. It’s not all mathematical and technical. Aviators also have to think creatively, act under pressure, and adopt a mentality fitting for a role of such great responsibility. Aviators not only require leadership qualities — they also have to communicate and work well as part of a team.

I hope you enjoy learning about the school we all love so much by scrolling though our 2020 Stakeholder and Accreditation Report.

Courtney Johnson,

Principal

Cedar Valley High School

Mission Statement: At Cedar Valley High School we EQUIP, ENCOURAGE, AND EMPOWER students to create and pursue their dreams.

Vision Statement: Use researched based high performing strategies to work collaboratively. Using ASD’s Result Cycle we will be able to reach all students.

Value Statement: Cedar Valley High School believes:

  • Every member of our community has immeasurable value.
  • Every member of our community has a “next level”.
  • Through innovation, connection, and caring, our school climate will foster excellence.

PTSA

The Cedar Valley High School PTSA has been working on including our student members by forming a student PTSA membership committee where they have a voice in our school by meeting and having lunch with Principal Johnson and voicing their concerns and questions. One big concern students have had is how unnerving the ACT test is for them. Therefore, changes and improvements have been made in a robust ACT prep program that incorporates peer and parent support.

Our PTSA just completed our Suicide Awareness month in September where several activities where held. The most successful was our suicide awareness walk where community members and students alike walked for those whose lives were cut too short. In addition, students learned that there is help available in the community for those struggling with suicideal thoughts.

The CVHS PTSA has taken such great care of our teachers. We appreciate all they do to feed our teachers and show them their support.

Lastly, we've offered Reflections to our students which is a contest of celebrating art with the theme "I Matter Because...".

School Community Council

Cedar Valley High School's School Community Council involves our parents or guardians of students in decision making to improve the education of our students. Through a collabortive effort, the SCC prudently expends School LAND Trust Program money in data-driven and evidence-based ways to improve educational outcomes for our students.

Total Students 2350

  • 9th Grade: 656
  • 10th Grade: 627
  • 11th Grade: 605
  • 12th Grade: 458

Land Trust Goal

With Cedar Valley being in its first year of operation in 2019-20, we desired to reach the goal of graduation rates above the district average of 91.8%.

We met our goal and our graduation rate was 95%

Our Flight Crew Teams

English

Members: Alexa Cardiff, Kiley Fisher, McKenzie Randall, Kirk Dalton, Jessica Perkins, Kari Bormann, Kara Hunter, Storm Champagne, Jennifer Reynolds, Terra Davis, Cheri Rogers

As a team, our passion is driven by the students that we are lucky enough to get to work with. They are amazing, curious, intelligent, and hilarious. They keep us on our toes! We are focused on student success. We want our students to leave high school having the life skills that they need in order to be successful in whichever avenue they choose.

There is so much school spirit here at CVHS. Everyone loves to be an Aviator and works to be the best version of themselves. We love it here for multiple reasons: the atmosphere, the unity, the student accountability, and the teacher commitment and dedication. We focus on our students’ well being as well as their academic success. That tone is set by our administrators--they care about our students and about us.

Social Studies

Members: Ben Byrd, Brittany Holman, Daniel Morris, Melannie Pew, Stephen Rallison, Connor Bolingbroke, Nick Varney, Charlotte Ducos, Caitlyn Eakins-Beasely, Nate Crandall, Marlayne Nye, Whitney Randall, McKenzie Randall

Our social studies team loves student learning and our subject areas. As a school community, we are supported in our desires to be our best selves. We have been innovative in our teaching and incorporate best practices in our teaching. We incorporate project-based learning to give them real-world experience. Our united goal is to set our kids up for success and give them the tools necessary to become successful citizens. We're trying to be innovative in how we teach and what resources we use to help students gain a real world experience.

We have amazing kids at CVHS that rise to the occasion and accept a challenge whether that is in the classroom or within the many other groups they are involved in. They are humble and truly embrace the community vibe that we have at the school.

Our team has cultivated an open environment where we can openly share concerns and try new things. There is a lot of communication and everyone is on the same page when it comes to skills that we need to teach. We are not afraid to try something different and find the everyday application. We’re innovative and we push ourselves, we’re willing to help each other, and honestly, we’re just friends. We get along really well and enjoy being with each other.

Math

Members: Glenn Goodrich, Michelle Millerberg, Kenneth Hinton, Carrie Barker, Sally Horrocks, Jon Benight, Rebecca Garity, BJ Roberts, Tyrnee Bevell, Kate Cousins, Matt Ekenstam, Justin Johnson

Math is important for students to be successful. We enjoy helping them learn and overcome challenges. We want to help students become ready for College and Upper Division Math Classes. Our students make the school day fun and interesting. They all have unique personalities and bring that to class. They work hard and are driven to succeed.

CVHS puts a great emphasis on the fact that we are a family. We love the atmosphere here and the love that everyone has for one another. As a math department, we work together well, and we enjoy the time we spend together. Everyone's voice is heard, and it makes working with them great. Our common desire to help students allows us to work together for the benefit of the students. We can do hard things.

PE/Health

Members: Drew Rykert, Mitchell Hart, Timothy Miller, Blake Pugmire, Weston Zabriskie , Rebekah Sweat, Jordan Peterson, Miranda Budge, Brooklyn Fairbanks

We are coaches supporting coaches. Couldn't ask for a more supportive group that encourages our athletes to play other sports and support others sports seasons. We love the high expectations at CVHS to be the best that we can be. We love our kids because they bring a good attitude and effort to class. Our team is awesome because we collaborate on a daily basis not just mondays.

Performing Arts

Members: Kyle Harper, Courtney Miller, Randen Heyward, Mitchell Hall, Matt Murphy, Kirsta Browne, Stephen Rallison, Kylie Olsen, Lauren Rowley

Our team is driven by helping students find expression and direction through performing arts. The students at CVHS are dedicated, passionate, and goal driven. We are supportive of each individual art form and work collectively to bring challenging, beautiful and intelligent performing arts to our students in every way we can.

Special Education

Members: Carrie Barker, Krista Browning, DJ Conger, Michelle Eaton, Kara Hampton, Madi Larson, Hannah Price, Shanalee Sadler

The Special Education team is dedicated to our students' growth. We care deeply about each of our students. We raise them to be more productive members of our community and are delighted when they find purpose and passion in their life.

We work to support, build, and extend the culture of CVHS. Our school creates the perfect soil to grow our students. Everything we do here is about student success. With the foundation of CVHS, our students will soar above all expectations.

Science

Members: Todd Richardson, Sydney Hoopes, Lauren Starrs, Wade Wagner, Jake Stepan, Scott Sircable, Gordon Fluckiger, Ally Searle, Brendon Willoughby, Josh Murry, Corbett Douglas, Josh Oltrogge

Science offers powerful tools to make sense of how the world around us works and opens windows to another way of finding beauty in it. Studying science grants learners access to more fully participate in the civics and culture of our society that is increasingly shaped by its methods, principles, and applications. It is a daily joy (and a ton of fun!) to bring these benefits to others.

Our passion is students: connecting with them, and seeing them make connections within our school community and with our curriculum. At Cedar Valley, we have students that are thirsty for knowledge, who seek connections with teachers and other students, and actively pursue both. They aren't afraid to buy into our culture of fun, wonder and support for each other!

We love how much support there is at CVHS for everyone at every level. We love the community feel and the resources available for teachers and students to be successful. There is also a high level of expectations for our students, as well as our staff. We feel that we have the freedom to educate students in a way that pushes them but doesn't overwhelm them or make them lose their sense of wonder. We value the growth mindset we practice as we unite our efforts to support, innovate and improve. We are proud of the fantastic facilities and equipment that add a "wow" to each visit.

Our science team is dedicated to helping students EXPERIENCE the wonders of science rather than just be lectured at. We have built a SEEd-based curriculum using technology that we hope will help students experience firsthand the beauty of science! We strive to create new, more effective, cutting-edge, and research-based curriculum that incorporates science and engineering practices and cross-cutting concepts to study the core ideas of science.

Visual Arts

Members: Korryn Coates, Mariah Benson, Kevin Hunter, Nathan Williams, Quintin McCann

We are driven to help our students create works of art that they can be proud of. We love helping students through failure and struggle to find the growth we know they are capable of. At CVHS we care about kids, simple as that. It is the most caring, loving school. They are so grateful to be here and are inspiring us as teachers all the time. They are so impressive with the artwork they come up with and constantly surprise us by going above and beyond.

We are a group with many different skill sets, we are a really well rounded group of artists and that in turn makes our department really well rounded. We offer a large variety of courses for our students and inspire our students in a variety of ways. Together, we want our students to excel as artists and as human beings.

CTE

Members: Jenny Wall, Kory Trapane, Kristin Cooper, Jenifer Palomarez, Dalton Dunn, Randy Barker, Justin Johnson, Josh Oltrogge, Amie Peterson, Cody Gull, Nicole Hopkins, Macaiah Jenkins, Nathan Corry, Amilia Veazey, Brooklyn Fairbanks, Jordan Peterson, Alexandra Judson, Jordan Smith, Carlin Clarke, Ted Taylor, Ally Searle

Our CVCTE vision is to provide access to high quality careers and technical education programs for every student at Cedar Valley. Our drive comes from the intention to provide industry standard tools and experience so that our students can go into the field of their choosing and have an accurate taste of what skills and propensities are necessary to succeed in that field.

CVHS is unique in mission and vision. Case in point, our Aviation program. We strive to push the envelope to provide over-the-top student opportunities. CV CTE is just one way to meet the demanding students' needs to prepare for college and career readiness.

There is nothing more satisfying than to have a student excel in one of the CTE fields. Whether it's Health Sciences, Information Technology, or Digital Media, we love seeing our students rise to the top in their respective conferences and competitions.

We believe our CVCTE team...

  • Uses best practices in education to provide authentic application of learning to real-world situations.
  • Prepares students with life-long skills for citizenship, career, and college.
  • Creates opportunities for all students.
  • Enhances the use of academics including math, language arts, science and humanities.
  • Holistically integrates core standards to provide valuable learning.
  • Offers cutting edge use of technology.
  • Provides student-driven and self-sustaining pathways with a scope and sequence.
  • Helps students find and connect their vision to their future.
  • Supports staff and students to develop unique talents, leadership and abilities to make a difference in the world now and in the future.

World Languages

Members: Cassie Hoopes, Whitney Randall, Lauren Mulvey, Robert Hampton, Christian Adkinson, Ted Taylor

Our love for languages and cultures drives us as a team. We want to implement best practices and work together to learn how to put those into effect in our classes. CVHS is amazing because everyone is valued. In our world language classes we daily teach the value of others perspectives, and CVHS has a culture that students put what they're learning into practice. We love our kids because they support each other through the learning process. They know that it's ok to make mistakes, and use their mistakes as opportunities to grow. Our team is awesome because we're not afraid of doing challenging things if it means that our students benefit in the end.

Student Center

Members: Marcie Murri, Anna Butler, Debra Smith, Kristy Childs, Heidi Gray, Sue Barney, Iesha Bailey, Aprill triggs, Reagan Peck, Laura O'Connor, Alisha Eaton, Wendy Bascom

Cedar Valley High School counselors are passionate about helping students be successful. We love it when we are able to help a student find their passion. We feel fortunate to work at Cedar Valley because of the amazing teachers, staff and students we interact with each day. The administration is 100% supportive of our efforts to ensure students feel safe at school; emotionally and physically. Seeing how resilient students have been through this COVID pandemic only gives us counselors the reassurance of how amazing Cedar Valley students are and the potential they have to do extraordinary things.

Media Center

Members: Wendy Frazier-Snyder, Pam Mellor

The Cedar Valley High School Media Center is dedicated to strategically LEAD, TEACH, SUPPORT, and BUILD innovative learning practices so that our students can be globally competitive in all literacies in a digital and information age.

CVHS's culture lends itself to being student-centric allowing for phenomenal student potential in learning, growth (including social and emotional), and opportunity... all designed to empower students for their futures.

Our team enjoys challenges and overcoming them. Because of this, our team likes to challenge what library services look like in the future. We focus on meeting the needs of our students through technology, skills, and imagination.

School Success Team

Members: Jena Peterson, Christian Adkinson, Marlayne Nye, Sharon Mardesich, Nate Crandall, Jena Peterson, Stacey Nelson

We are so lucky to have this team here at CVHS. Sharon Mardesich is our athletic director and works tirelessly for our student athletes. Jena Peterson and Nate Crandall focus on our students' social/emotional well being and run our Jet Time Program. Marlayne Nye and Christian Adkinson support our teachers to help ensure students have a great experience in the classroom. These five unsung heroes are part of what makes CVHS great!

Student Advocates

Members: Candice Samuelson (Eastshore), Nolan Kassimatus, Rachel Woods, Jaclyn Weist, Maritza Godfrey

Our student advocates are just that: advocates for our students. They spend their days making sure our students are successful and helping them when they find turbulence in their paths.

Concurrent Enrollment

Members: Melissa Yates, Nichole Christensen, Charlene Christensen

Cedar Valley High School has a wonderful concurrent enrollment program that is focused on promoting higher education for our students. We offer twenty seven live interactive UVU courses per semester where students can learn directly from UVU professors. Students interact with the professor, UVU campus students, schools within the Alpine district, and many other districts students. This gives our students a larger social view and it allows them to reach out and learn from other communities. Our live interactive program is growing quickly and we have many students seeking a General Education certificate or Associate's degree through UVU and our concurrent enrollment program.

Cedar Valley also offers thirty two face to face concurrent courses taught by our fabulous teachers who were accepted and trained at UVU and USU to teach concurrently. We doubled the amount of face to face concurrent enrollment courses offered this year and hope to continue qualifying teachers and adding courses to benefit those students who are ready to pursue college level courses.

Cedar Valley is unique as it offers several Aviation courses through UVU and SUU. These courses are taught through live interactive courses, face to face courses, and online courses. We are working closely with both UVU and SUU to create an aviation program here at Cedar Valley.

Office

Members: Camille Gardner, Jen Hardy, Melissa Hilton, Hannah Arnold, Nikki Buttars, Micki Oliver, Natalie Jensen, Sarah Lee, Rachel Groom ,DeNae Anderson, Wendy Staheli

This is the heart of the school. Nothing functions without this team here. They are kind, organized, and most of all, they love our students.

Custodial Team

Members: Garrett Larsen, Chad Coombs, Jacob Hodson, Chandler North, Mackenzie Beckstead, Remy Bradshaw, Baily Beckstead, McKay Cook, Glen Deeben, Zion Downie, Riley Fisher, Brandon Gourley, Cameron Gull, Dallin Gull, Hannah Hales, Tanis Hardy, Kaden Isbell, Nicole Larson, Kayden Lucas, Sequoia McClaine, Jared Morgan, Conner Morrey, Chris Paice, Charlotte Peterson, Olyvia Smith, Dallin Staheli, Abigail Wagoner, Olivia Wagoner, Davin Woolf

The Cedar Valley High School Custodial team is awesome because we work extremely hard to maintain 337,000 square feet of building space and 56.34 acres of land, so students have a clean & safe place to learn and grow. Not an easy task, but we work hard and strive to get it all done everyday. We are passionate about maintaining and keeping the school and grounds looking brand new.

We love the positive environment, and willingness of others to pitch in and help here at CVHS. These kids here are awesome. They want to be here learning. And they often express through cards, posters or stopping by our office, how much they appreciate all we do.

Administration Team

Members: Courtney Johnson, head principal; Scott Mansfield, assistant principal; Kenyon Christen, assistant principal; Daren Ward, assistant principal; Pat Fosset, TAA

When teams were asked why they love Cedar Valley High School every answer reverberated back to the culture created by our administration. Everything from student focus to community to rigor all links back to our administration.

Our administrators work tirelessly to make sure that our students have the very best of everything. Part of that is creating a culture that encourages students to reach for the sky. They are equipped and empowered to accomplish anything.

The administration knows that in order to build a school for students, they must build teachers to love those students. They care for the faculty and staff and create a place where all can fly.

Student Involvement

At Cedar Valley High School, we provide countless ways for our students to be involved. We offer athletics, the arts, and clubs.

MASK UP CVHS

Cedar Valley Aviators Athletics

1,305 Athletes in 2019/20

Aviator Athletics are driven by empowering our student athletes to demonstrate their best on and off the field.

We love our athletes because they really want to be their best and will work hard if you show your belief in them.

2019/20 Athletics Year In Review

Coaches List

Sharon Mardesich, Athletic Director

Performing Arts

Performing arts includes choir, band, orchestra, drama, dance, drill, ballroom, and colorguard.

Our team is supportive in our individual art forms and we work collectively to bring challenging, beautiful, and intelligent performing art to our students in every way we can.

Our directors

  • Kyle Harper: Choir
  • Mitch Hall: Band, Crimson Regiment
  • Matt Murphy: Percussion
  • Kirsta Browne: Colorguard
  • Randen Heywood: Orchestra
  • Courtney Miller: Drama
  • Lauren Rowley: Dance Company
  • Kylie Olsen: Drill Team
  • Stephen Rallison: Ballroom Dance Team

We have over 850 students enrolled in performing arts!

Find direction and expression through Performing Arts

Clubs at CVHS

Cedar Valley High School sponsors 20 curricular clubs, and 19 non-curricular clubs with hundreds of students participating. Students took initiative to organize clubs they are interested in during a club rush week. Students also actively promote and operate the clubs. One student wanted to gather students in a "Bob Ross Appreciation Club" to learn how to paint. Other students are interested in technology-based curricular clubs such as eSports, Skills USA, and Technology Student Association. One popular curricular club is Math. This club will actually attend competitions with a group of students. Other clubs are service-oriented.

Accreditation Standards

Standard 1 Leadership Capacity Domain

The capacity of leadership to ensure an institution’s progress toward its stated objectives is an essential element of organizational effectiveness. An institution’s leadership capacity includes the fidelity and commitment to its purpose and direction, the effectiveness of governance and leadership to enable the institution to realize its stated objectives, the ability to engage and involve stakeholders in meaningful and productive ways, and the capacity to implement strategies that improve learner and educator performance.

Standard 1.1: The institution commits to a purpose statement that defines beliefs about teaching and learning, including the expectations for learners.

At Cedar Valley High School all faculty members and students have high levels of student learning as our ultimate goal. The Cedar Valley Mission statement reads:

“AT CEDAR VALLEY HIGH SCHOOL WE EQUIP, ENCOURAGE, AND EMPOWER STUDENTS TO CREATE AND PURSUE THEIR DREAMS.”

To see a quick presentation on the mission statement please see the CVHS Mission. The Vision of Cedar Valley High School is:

“We will empower students to pursue their dreams by ensuring they are engaged, supported, and valued as we create safe, meaningful moments. Our dispositions will be emphasized through our high performance mentoring approach to help our students thrive in a 21st century learning environment.”

To learn more about the CVHS Vision Statement please see the Vision Ideas form which guided the school’s vision. Included in the school vision are our 6 school dispositions which are:

  • Seek Clarity
  • Generate Energy
  • Raise Necessity
  • Increase Productivity
  • Develop influence
  • Demonstrate Courage

In addition to the mission and vision of the school and the accompanying dispositions with the clarity that they bring to our overall goals we also follow the Aviator Way which further spells out the ways we intend to have a positive impact on all who enter our building.

In the process of opening a new school we felt that it would be valuable to document how and why we chose the mission and vision which we chose. Following is a video of the process which was filmed in summer 2019. Mission and Vision Planning

Standard 1.2: Stakeholders collectively demonstrate actions to ensure the achievement of the institution's purpose and desired outcomes for learning.

The Cedar Valley Administration works closely with our School and Community Council to ensure that our actions are linked to the goals of the school and our many stakeholders. The School and Community Council meets monthly to ensure that the community is knowledgeable of the progress of learning within the school. CVHS also has a highly functioning PTSA which meets monthly to ensure that there is a strong connection between the school administrators, teachers, students and parents.

Our School Community Council consists of a diverse group of stakeholders and these stakeholders must approve of or deny our year School Improvement Plan. Our School Improvement plan can be found at School Improvement Plan. I will post some highlights of the 2019-20 plan below:

Goals

  • School will achieve a graduation rate of 92% or higher at the end of the 2019-20 school year and prepare students for post high school opportunities.
  • With Cedar Valley being in its first year of operation, we desire to reach the goal of graduation rates above the district average of 91.8%.
  • Teacher developed SLOs will be reviewed to determine student progress within classes.

Following are the action Steps developed by the SCC:

1. We have implemented Jet Time, a positive youth development program, that will be implemented to help keep students motivated by high performance habits needed for student success.

2. Hire Student Advocates

According to Gates Foundation research, the single greatest factor in helping students reach graduation is for students to have a connection with an adult in the building. Our plan will use LAND trust money to pay for student advocates to work with at-risk students. Advocates will monitor student progress toward graduation and help students find success in their current courses by working directly with the students.

Student advocates will be hired to assist students with academic performance and credit recovery efforts. They will provide tutoring for on-line courses, proctor student testing, and monitor student progress toward credit recovery.

3. Class-size reduction to provide a more personalized and provide additional classes. In an effort to reduce class sizes in core classes, we will purchase extra periods from teachers.

4. Laptops or Chromebooks with a charging cart will be purchased and made available for classroom use to enhance student learning.

5. Funds will be allocated to provide teachers professional development time so they can keep current on the best teaching practices. Teachers will be provided training to develop best practices regarding student interaction, feedback, and best teaching practices. Professional development could include: seminars, conferences and professional learning community collaboration and summer collaboration opportunities.

Standard 1.3: The institution engages in a continuous improvement process that produces evidence, including measurable results of improving student learning and professional practice.

Cedar Valley High School is continuously working to improve our practice through the Alpine School District Vision for Learning. As a way to monitor the growth of students in our individual learning communities we use the “PLC Results Cycle” which is a cycle used by our larger learning community and our individual teams to monitor growth of individual students. The cycle itself is based on the four questions of Professional Learning Communities.

  1. What do we want students to know?
  2. How will we know if they know it?
  3. What will we do when they don’t know it after our initial assessment or instruction?
  4. What will we do when our assessment suggests they already know it?

The cycle models the use of goal setting and data collection to guide both the building of teacher capacity, and in the intervention system to ensure that students learn.

We value this growth and improvement, so two of our teachers work as coaches for the PLC Results Cycle. These coaches spend every other day coaching teams while they collaborate, planning professional development, and building the capacity of the team leaders. Originally, the funding for these coaches were provided by the school board, with the expectation that it be used for PLC coaches. When the school board continued providing the majority of the funding, but no longer required it be used for PLC coaches, the decision to keep the PLC coaches was immediate. Our primary form of professional development at the school is through these PLC coaches, and through this PLC results cycle. We value this because it is ongoing, continuous and job embedded.

Standard 1.4: The governing authority establishes and ensures adherence to policies that are designed to support institutional effectiveness.

Cedar Valley High School is a member institution of the Alpine School District. The Alpine School District is the largest school district in the state of Utah with over 80,000 students. Alpine School District policies can be seen at ://alpineschools.org/policy/ At Cedar Valley High School we encourage all Faculty and Staff to adhere to district policies and procedures. Each district policy has been implemented with the goal of increasing student learning. In addition to the district policies and procedures CVHS has a institution specific Faculty and Staff handbook which can be found at: CVHS Faculty/Staff - Handbook. Each Faculty member is required to verify that they have read and agree to adhere to the policies found in the CVHS Faculty/Staff Handbook at the beginning of each school year.

Standard 1.5: The governing authority adheres to a code of ethics and functions within defined roles and responsibilities.

August 24, 2020 Forbes released their list of the top places to work in each state. The Alpine School District was recognized as the second best organization in the state of Utah to work. America's Best Employers by state Alpine School District is well known for the great way that they take care of their Stakeholders, Faculty, Staff and students. The Alpine School District is well organized and each member of the district leadership performs their duties and responsibilities in an effective manner.

Cedar Valley High School is a member institution of the Alpine School District. The Alpine School District is the largest school district in the state of Utah with over 80,000 students. Alpine School District policies can be seen at ://alpineschools.org/policy/ At Cedar Valley High School we encourage all Faculty and Staff to adhere to district policies and procedures. Each district policy has been implemented with the goal of increasing student learning. In addition to the district policies and procedures CVHS has a institution specific Faculty and Staff handbook which can be found at: CVHS Faculty/Staff - Handbook. Each Faculty member is required to verify that they have read and agree to adhere to the policies found in the CVHS Faculty/Staff Handbook at the beginning of each school year.

Standard 1.6: Leaders implement staff supervision and evaluation processes to improve professional practice and organizational effectiveness.

Cedar Valley takes pride in how we evaluate teachers and counselors. We view the process as a tool to connect, celebrate, and support our teachers and counselors. We realize that the very process of evaluation may seem daunting, but we strive to help teachers and counselors have a say in their evaluations. First, we schedule visits and have the teachers invite administrators in rather than “dropping in” unannounced. We realize that we may get a more rehearsed lesson experience, however; we feel that teachers/counselors grow through this process. Second, teachers/counselors receive a copy of the Utah Teacher Evaluation Tool rubric and a Loom video that describes the rubric teacher standards. Counselors receive the counselors rubric as well. It is our hope that teachers/counselors will study and incorporate these best teaching practices for our observations and for future lessons. With all observations, teachers/counselors receive feedback and copy of their evaluations with the understanding that they can have a “re-do” observation if they feel that they want to try it again. We want our teachers/counselors to feel safe and have a growth mindset about the evaluation process at CVHS.

Please note the following evidence we use to observe our teachers and counselors. This information is also in our faculty handbook:

Teacher Evaluations

  1. Provisional Staff will be evaluated twice each year.
  2. Non-provisional staff will be evaluated at least once each year according to ASD’s rotational schedule.
  3. Evaluations consist of formal observations, professional development, SLO’s, student growth, stakeholder feedback, compliance with ASD policy, adherence to Cedar Valley rules, and adherence to Utah State professional standards.
  4. Formal observations may take place any time after the 15 contract days.
  5. SLO’s, Stakeholder feedback, and Self Evaluations are part of teacher evaluations for all teachers every year in accordance with Utah State Statute.
  6. The USBE has made the determination that provisional certified staff will receive the summative evaluation, and all non-provisional certified staff will receive the formative evaluation (regardless of rotation).
  7. COVID Waiver This Year: For licensed, non-provisional teachers only, the Board waives the requirements of R277-533 that an LEA implement a summative evaluation and submit summative educator and administrator evaluation data to USBE if the LEA submits formative evaluation assessment data to USBE for the 2020-2021 school year.

Standard 1.7: Leaders implement operational processes and procedures to ensure organizational effectiveness in support of teaching and learning.

Our collaborative team structure makes up our processes and procedures to ensure organizational effectiveness in supporting teaching and learning. Each teacher at Cedar Valley High School is a member of at least one content based collaborative team. These teams are led by a teacher who coordinates the collaboration of that team based on the PLC Results Cycle (mentioned in previous standards). When a teacher solely teaches a course at the school, the district organizes them into district level blended teams and Cedar Valley High School supports those teachers in collaborating with those teams. Every Monday afternoon is reserved for team collaboration. Teams either join their school based teams, or they meet with their district level blended teams.

To ensure that team leaders share the vision and have the capacity to lead these teams, our PLC coaches train them on a monthly basis, and our leadership team meets monthly to bring cohesion to the efforts of multiple teams.

Recognizing that teachers need more time than an hour each week to accomplish their collaborative work, the district and school fund summer collaboration grants. These grants provide teachers two to four full paid days of collaboration during the summer. Teams apply for these grants,and they are awarded based on the teams fidelity working with the PLC Results Cycle, their willingness to develop using this framework, and their plans to support school and district goals. Coaches are available to support these teams as they collaborate over the summer.

In addition to these summer collaborative opportunities, substitutes are provided to teachers (at no cost to the teacher) for opportunities to collaborate for half or full days during the school year. Coaches actively encourage these “team times”, schedule them, and actively support the teams during them.

Standard 1.8: Leaders engage stakeholders to support the achievement of the institution’s purpose and direction.

Cedar Valley High School is Located in Eagle Mountain, Utah. In 2018 Eagle Mountain had a population of 35,616. The median age of individuals living in Eagle Mountain is 19.2. Cedar Valley High School was the first High School to serve the city of Eagle Mountain and as the sole High School serving the area we have placed a large emphasis on being closely connected to the community and our stakeholders. It is important to the CVHS administration that we consistently and effectively communicate all that is going on in the school. We send out weekly emails to all families in our area as well as additional emails should we feel that information needs to be sent out prior to or in addition to the weekly send. Weekly Emails

We have an active social media presence which helps us to disseminate information and point out all that is positive about being an Aviator. Our Social media includes CVHS Facebook, Instagram @cedarvalleyhigh and Twitter @CedarValleyHigh.

Standard 1.9: The institution provides experiences that cultivate and improve leadership effectiveness.

To cultivate and improve leadership effectiveness, Cedar Valley High School meets with their leadership team on a monthly basis to learn together. Our administration model as lead learners. Each leadership meeting includes a small professional development piece. Administrators, coaches, and teacher members of the leadership team share in providing this development. The team discusses how best to implement the principles being discussed and how best to build the capacity of teachers in professional development settings. Our PLC coaches and an innovative learning coach often support administration in coordinating and supporting this team. The team also examines school data to inform their work.

Click here to see the structure of the leadership teams.

Click here to see examples of some of the learning opportunities of the leadership team.

In addition to this development, principals attend regular district trainings, and use these opportunities to inform and guide our work at Cedar Valley High School. Our coaches also attend weekly training in regards to developing teacher capacity, building team leader capacity, and on the PLC Results Cycle. This training informs and guides them in this work. The leadership team meetings listed above are the impetus to blend all of this support together cohesively.

Standard 1.10: Leaders collect and analyze a range of feedback data from multiple stakeholder groups to inform decision-making that results in improvement.

Cedar Valley High School is committed to working closely with all of our stakeholders. The Cedar Valley High School administration is continually working with members of the community to evaluate the effectiveness of our institution. We are fortunate to have a diverse group of individuals which make up our School Community Council and PTA. In our Monthly meetings we gather valuable feedback on what we are doing well and ways which we can improve. In addition to this feedback we have administered surveys to our stakeholders with the goal of better understanding those areas where we may need to allocate resources in order to improve our practice. We recently completed surveys to a variety of stakeholders and groups. Survey results will be provided to the Accreditation Review Team.

Standard 2 Learning Capacity Domain

The impact of teaching and learning on student achievement and success is the primary expectation of every institution. An effective learning culture is characterized by positive and productive teacher/learner relationships, high expectations and standards, a challenging and engaging curriculum, quality instruction and comprehensive support that enable all learners to be successful, and assessment practices (formative and summative) that monitor and measure learner progress and achievement. Moreover, a quality institution evaluates the impact of its learning culture, including all programs and support services, and adjusts accordingly.

Standard 2.1: Learners have equitable opportunities to develop skills and achieve the content and learning priorities established by the institution.

The work of the Cedar Valley High School Intervention Team is one critical tool for the equitable development of student skills and student achievement. The intervention team is planning how to help teachers understand their role in student intervention, and to develop clarity around a pyramid of interventions. We believe a focus on a tiered intervention system is a focus on equitable learning for each student. In the graphic of the following pyramid, the left side represents students behaviors, dispositions, and skills necessary for success. Our Jet Time was established as a tier 1 means for these behaviors, skills, and dispositions to be explicitly taught. Our PBIS Coach and Jet Time coordinator facilitates this, and provides teachers with videos and lessons to support them. In Jet time, teachers also have time and opportunities to provide tier 2 support for students who need additional support with these behaviors, skills, and dispositions. We are currently meeting with small teams of teachers in breakfast meetings to help teachers understand their roles in this pyramid, including with Jet Time. With this, we are helping teachers understand their role for providing tier 2 support for academic learning in their classrooms as well. In mathematics we have additional tier 3 supports in the forms of daily labs for required core classes.

Each student is assigned an administrator and a counselor to work with by the letter of their last name. At least twice per month the administrator will meet with the corresponding counselors in a small Student Support Team (SST). This team discusses students who are failing, or have other acute challenges. Meetings with parents and students are arranged, and other plans set to support these students to get them back on track for graduation and academic success. These meetings seek to not allow any students to fall through the cracks.

Standard 2.2: The learning culture promotes creativity, innovation and collaborative problem-solving.

Cedar Valley High School supports the Alpine School district Vision of Learning which is “ensuring all students acquire essential knowledge, skills, and dispositions.” Specifically, the skills of collaboration, communication, creativity, and critical thinking, along with the dispositions of citizenship and character are valued. This vision is shared with teachers and used in professional development on a regular basis. The Cedar Valley High School mission is to “EQUIP, ENCOURAGE, AND EMPOWER students to create and pursue their dreams.” Our vision is to “use researched based high performing strategies to work collaboratively. Using ASD’s Results Cycle we will be able to reach all students.” Creativity, innovation, collaboration, and the ability to problem solve are at the heart of Cedar Valley High School.

To support the development of these skills and dispositions, an Innovative Learning Coach (ILC) works with our teachers on a regular basis. This coach helps teachers use technology to innovatively leverage student learning through one to one coaching, and school wide trainings. Teaming with our PLC coaches, she helps teachers focus on the essential standards and use technology to support specific learning goals. These coaches are critical to the success and development of Cedar Valley teachers, and thus the success of our students.

Finally, Facebook provided Cedar Valley High School with several thousands dollars to support online learning. Cedar Valley used these funds to move closer to being a one-to-one school where each student is issued a chromebook to use at home. Although we are not yet able to do this yet, Cedar Valley purchased (and is awaiting the delivery of) 400 additional Chromebooks. We hope in the next year or two to be a true one-to-one school.

In addition to the Chromebooks, we enhanced the ability of teachers to take their lessons to the homes of our students by purchasing 45 Swivl Cams. Teachers use the cams to broadcast and record lessons to reach students who are unable to attend, or who need to return to and review the lesson.

Courtney Johnson is currently writing another grant to request more Swivl Cams and other technology to support continued innovation at Cedar Valley High School.

Standard 2.3: The learning culture develops learners’ attitudes, beliefs and skills needed for success.

Cedar Valley High School is focused on the wellbeing of the entire student. Our Jet Time program as described in Standard 2.4 sets the tone for the entire school as we focus on having a positive impact on the attitudes, skills and beliefs of our students. As a school community we believe and teach that risks are worth taking. We consistently speak to our faculty and students about resilience and the value of trying hard things. Many of our courses have implemented discovery learning practices in order to emphasize to our students that there is not only one correct answer to every problem.

Cedar Valley High School is built on the idea that all members of our community have a “next level”. Our JetTime Program is designed to help each member practice habits of high performance that will raise each individual higher and will make our community one of innovation, connection, and caring.

Our JetTime Program is in place to connect our students with at least one member of the school community that can act in the role of Important Non-parental Adult. This role has been shown through research to have a measurable psychological benefit.

Standard 2.4: The institution has a formal structure to ensure learners develop positive relationships with and have adults/peers who support their educational experiences.

Jet Time

Cedar Valley High School is built on the idea that all members of our community have a “next level”. Our JetTime Program is designed to help each member practice habits of high performance that will raise individuals higher and will make our community one of innovation, connection, and caring.

Our JetTime Program is in place to connect our students with at least one member of the school community that can act in the role of Important Non-parental Adult. This role has been shown through research to have a measurable psychological benefit.

“A key factor in promoting young people’s self-regulatory strengths, and ultimately, their positive development, may be an increase in their connections to and experiences with INAs (Important Non-parental Adults). Knowledge of individuals with whom youth enjoy spending time and who provide youth encouragement tends to increase youth hopeful expectations for their own futures, which in turn promote positive youth outcomes. Our results suggest that youth also benefit when one of these relationships reaches a deeper level of interaction, or emotional closeness… This type of relationship with an adult only comes with time and a level of sensitivity on the part of the adult.” (Bowers, E., Geldhof, G. J., Schmid, K., Napolitano, C., Minor, K., & Lerner, J. (2012). Relationships with important nonparental adults and positive youth development: An examination of youth self-regulatory strengths as mediators. Research in Human Development, 9(4), 298–316. doi: 10.1080/15427609.2012.729911)

Jet Time is our time as a faculty to reach that deeper level of interaction necessary to generate the positive outcomes associated with INA relationships. Each student is connected with a JetTime teacher who meets with them everyday for 20 minutes.

The teacher’s responsibility in this time is to create a safe space where the students can learn about how mental, social, and emotional components can help them be their best in and out of the classroom.

Jet Talks can be found by visiting our school Youtube channel. CVHS Youtube Channel

Standard 2.5: Educators implement a curriculum that is based on high expectations and prepares learners for their next levels.

Cedar Valley High School teachers follow the Utah State Core curriculum, which is based closely on the Common Core standards. These standards were designed to prepare students for college and career readiness. In addition, we teach Two sections of honors 9th grade math, three sections of honors 10th grade math, and three sections of honors 11th grade math. Students in these honors classes are eligible to take AP Calculus BC.

Cedar Valley High School currently provides the following AP classes.

  • AP Calculus AB
  • AP Calculus BC
  • AP Statistics
  • AP Human Geography
  • AP US History
  • AP Government & Citizenship
  • AP Art
  • AP Computer Principles
  • AP English Lang
  • AP English Lit
  • AP Spanish Language
  • AP Music Theory

Cedar Valley High School currently provides the following Concurrent Enrollment Classes in 52 sections with 702 students enrolled in them.

  • EMR (ESEC 1140)
  • English 1010
  • English 2010
  • Financial Literacy (Fin1060)
  • Humanities (Hum 1010)
  • Math 1010
  • Math 1030
  • Math 1050
  • Math 1060
  • Medical Terminology
  • Private Pilot (AVSC 1100)
  • Public Speaking (Comm1020)
  • Survey of Aviation (AVSC 1010)
  • Sociology (Soc 1010)
  • Web Development 2 (INFO 2420)
  • ASL 3 (ASL1020)
  • ASL 4 (ASL 2010)
  • Biotech (BTEC1010)
  • Biology (Bio1010)
  • Computer Prog 1 & 2 (CS 1400)
  • Environmental Science (ENVT 1110)
  • Plant Soil Science
  • Prostart
  • Spanish 3
  • Spanish 4
  • Woodworking (CAW 140R)
  • CS 1030 - Foundations of Computer Science
  • CS 1410 - Advanced Programming
  • IT 1510 Linux and Cyber Security
  • IT 1600 - A+ Hardware computer repair

Cedar Valley High School AP Data and Concurrent Enrollment

In addition to following the Common Core standards, Cedar Valley High School supports the Alpine School District Vision of Learning which supports deeper learning by focussing on 21st century knowledge, skills, and dispositions.

Standard 2.6: The institution implements a process to ensure the curriculum is aligned to standards and best practices.

Cedar Valley High School teachers follow the Utah State Core curriculum, which is based closely on the Common Core standards. These standards were designed to prepare students for college and career readiness. In addition to following the Common Core standards, Cedar Valley High School supports the Alpine School district vision of learning which supports deeper learning by focusing on 21st century knowledge, skills, and dispositions. The Utah State Core Curriculum can be viewed at USOE Core.

Standard 2.7: Instruction is monitored and adjusted to meet individual learners’ needs and the institution’s learning expectations.

At Cedar Valley High School we strongly encourage all teachers and teacher teams to use the PLC Results Cycle to monitor and adjust instruction to ensure that learning expectations are met. The PLC results cycle is designed to be used by individual teachers as well as teacher teams to guide decision making in reference to classroom instruction.

Standard 2.8: The institution provides programs and services for learners’ educational futures and career planning.

School counselors meet with students on a daily basis. Not only are we meeting with students during their College and Career Readiness meetings but we are following up with students who are having social emotional issues. Our main focus is that students feel safe when they are at school; emotionally and physically. We do classroom presentations on suicide prevention as well as college readiness.

As school counselors we are also student advocates. We work with administration to find positive interventions that help students move closer to high school graduation. We follow students' graduation requirements closely and follow up with students who are deficient or struggling academically. We look for ways to help students remediate and recover credit through various ways.

In addition to our school counseling department we have four student advocates who meet with students regularly to monitor progress and encourage growth. Student advocates are able identify students who may need additional support or resources.

Standard 2.9: The institution implements processes to identify and address the specialized needs of learners.

At Cedar Valley High School we serve all students. We use the SRTI team to identify students that need more intervention to be successful in school. Individual names are brought to the committee to find individualized solutions to assist students to find success.

At CVHS, we have 218 students that receive services through Special Education. We have 7.5 teachers serving them. We offer 46 classes of specialized instruction. 96% of our IEP seniors graduated from high school, 3% moved onto additional training after high school, and 1% dropped out. Our Special Education department is dedicated to success in every student--however that looks for each student.

Standard 2.10: Learning progress is reliably assessed and consistently and clearly communicated.

To keep help ensure learning progress is reliably assessed and consistently and clearly communicated we have consolidated all of our online and blended learning to Canvas. Our Innovative Learning Coach works with teachers to ensure they are trained on keeping Canvas consistent and updated. She also helps them understand how to leverage Canvas as a learning tool, not just a platform for collecting assignments. Canvas syncs with our grade reporting platform, Skyward. Teachers are expected to update skyward on a weekly basis to report grades and learning to parents. The counseling office regularly provides reports to administrators on recent updates to Canvas so we can support teachers in keeping Skyward up to date. In addition to Canvas and Skyward, teachers are supported while using MasteryConnect to track progress on specifically identified learning targets. Each teaching team is asked to administer several common assessments per term and use the data from the assessments to remediate or deepen student learning. Teachers use MasteryConnect to collect learning data on their common assessments. The PLC results cycle is used by individual teams as well as school wide in order to assess student learning.

Our students have the opportunity to take the ACT free of charge in their junior year and CVHS has made increasing ACT scores one of our primary areas to focus on. ACT data 2019-20

Standard 2.11: Educators gather, analyze, and use formative and summative data that lead to demonstrable improvement of student learning.

Cedar Valley High School is continuously working to improve student learning through the Alpine School District Vision for Learning. As a way to monitor the growth of students in our individual learning communities we use the “PLC Results Cycle” which is a cycle used by our larger learning community and our individual teams to monitor growth of individual students. The cycle itself is based on the four questions of Professional Learning Communities.

  1. What do we want students to know?
  2. How will we know if they know it?
  3. What will we do when they don’t know it after our initial assessment or instruction?
  4. What will we do when our assessment suggests they already know it?

The cycle models the use of goal setting and data collection to guide both the building of teacher capacity, and in the intervention system to ensure that students learn.

To help this work result in demonstrable improvement of student learning, our coaches spend time regularly coaching teams while they set learning goals, build assessments, consider data, and plan interventions for student learning. The coaches also play a key role in professional development on intervention and staying focused on student learning.

Standard 2.12: The institution implements a process to continuously assess its programs and organizational conditions to improve student learning.

Cedar Valley High School has a few leadership teams that each have a certain focus. One of those teams is our School Leadership Team. The leadership team consists of 21 staff members who meet monthly to analyze data, dialogue school concerns and learn together so we can better lead the school to improve student learning.

Standard 3 Resource Capacity Domain

The use and distribution of resources support the stated mission of the institution. Institutions ensure that resources are distributed and utilized equitably so that the needs of all learners are adequately and effectively addressed. The utilization of resources includes support for professional learning for all staff. The institution examines the allocation and use of resources to ensure appropriate levels of funding, sustainability, organizational effectiveness, and increased student learning.

Standard 3.1: The institution plans and delivers professional learning to improve the learning environment, learner achievement, and the institution’s effectiveness.

At Cedar Valley and in the Alpine School District we have a Vision for Learning. Every professional learning opportunity it tied back to the vision for learning. One of our professional learning opportunities is that each morning an administrator meets with a curriculum team for breakfast. Over breakfast, we discuss how to improve our teaching, how to know when students have mastered the material and a variety of other topics. We have 3 designated days throughout the school year for professional development days. We also have PLC Coaches who meet with teams throughout the year to review the vision for learning and PLC results cycle and how they apply to the classroom. They also take time to evaluate where they are and set goals to achieve.

Standard 3.2: The institution’s professional learning structure and expectations promote collaboration and collegiality to improve learner performance and organizational effectiveness.

The Alpine School District, of which Cedar Valley High School is a member institution places a large emphasis on Professional learning communities. (PLC’s) Each faculty member is also a member of a PLC. As a member of a PLC teachers are given a large amount of time and resources to work together to increase student learning. Each PLC group is required to meet together each Monday for two hours to collaborate and determine how best to increase student learning based on data collected throughout the week. PLC groups use the PLC Results Cycle to guide their instruction. The PLC Results Cycle can be found here.

Perhaps our greatest asset when it comes to helping our faculty and staff collaborate effectively is our PLC Coaches. Cedar Valley has two staff members who work as PLC Coaches. The job of these PLC coaches is to offer support to each faculty member to ensure that they are being successful in collaborating with their team to work through the PLC results Cycle. Our Coaches do a fantastic job of building relationships with each team to encourage growth. These relationships are built through individual meetings as well as yearly “Team Time” meetings where each team is given tiem to work with the PLC Coaches on pressing needs.

In order to encourage faculty members to connect with administration and one another each PLC is invited to a monthly breakfast meeting where administration is able to meet with the members of the group to give timely instruction and determine any needs in the group. Breakfast meetings have been a valuable way to build morale and help the administration to know of needs throughout the school.

Standard 3.3: The institution provides induction, mentoring, and coaching programs that ensure all staff members have the knowledge and skills to improve student performance and organizational effectiveness.

At Cedar Valley we have 2 PLC coaches to help our teams collaborate with one another and guide our instruction. The coaches meet in Team Times with each team to set goals, and improve their organizational effectiveness as a team.

All new teachers have a mentor. They work closely with the mentor, usually from the same content area, to help them settle into being a teacher. Each month the new teachers also meet with our PLC coaches as a group for a lunch and learn meeting. The purpose of the lunch meetings is to teach the teachers items they may need to help make their jobs easier, and to have a team to answer questions that have come up.

Standard 3.4: The institution attracts and retains qualified personnel who support the institution’s purpose and direction.

When the staff was hired for Cedar Valley it was unique to hire over 100 teachers to open a new school. The school is far from the district office and other high schools. There was a concern that due to location, that it would be difficult to hire and retain qualified teachers who would want to potentially travel and be a part of a new school. After the first year, only 2 teachers did not return. Both due to relocation and not because of the school, location or climate. In turn we have actually hired 18 more teachers. We feel that the employees have helped establish the purpose and direction of the school as they helped open the school in its first year.

Standard 3.5: The institution integrates digital resources into teaching, learning, and operations to improve professional practice, student performance, and organizational effectiveness.

Cedar Valley High School is currently implementing multiple digital resources which are designed to increase institutional effectiveness. In order to show how our teams are using digital resources to help students one of our PLC Coaches recorded a brief discussion our science teachers had about digital resources and made a recording of some teaching in action which can be seen at here: Science Team Video

Our school uses a platform called Skyward for all of our grading, attendance and much of our communications. Skyward is a central place where teachers, administrators, counselors, students and other stakeholders can find information about student attendance and performance.

In addition to Skyward each teacher in our building has a Canvas course which is used for instruction purposes. Canvas is used for online and in person instruction.

Our facility is state of the art and our innovative design and school digital resources maximize effectiveness. We have over 100 HD cameras as a part of our security system and a high performance intercom and phone system.

Standard 3.6: The institution provides access to information resources and materials to support the curriculum, programs, and needs of students, staff, and the institution.

Cedar Valley High School is a very modern place. Information tools help from a foundation for much of the learning that happens with our school. We are very close to having a computer for every student (one-to-one computers) at Cedar Valley High School. Students will receive a new computer in 9th grade and will receive the same computer as a gift upon graduation. While we acknowledge that the ownership of technology does not guarantee student achievement, computers are powerful tools for students to access the curriculum.

Our school supports Canvas as a foundation for online learning. The Canvas software is integrated with our SIS (Skyward) and enables students to send and receive assignments directly with their teachers. Teachers are being trained to have fully fleshed out Canvas assignments including sound, media, and a myriad of the activities. Students can collaborate with each other and teachers over Canvas. In addition, CVHS teachers and students have full access to Google Suite and Adobe Suite for advanced digital learning. Students regularly use Google Meet to meet with teachers and peers.

CVHS has an Innovative Learning Coach who is consistently sharing information and resources with the Faculty and Staff to ensure that each individual in the building has the latest in innovative teaching tools. Our teachers are trained regularly with LOOM videos to understand step-by-step how best to use the software tools they have been given.

In addition, Cedar Valley High School is providing Swivel Cameras and training to our staff to be able to have students who are quarantined at home still be able to participate face-to-face with their teachers. We acknowledge that fully implementing this amazing technology is difficult and that our process of implementing these tools is not complete. At the same time, the progress is amazing and further down the road than we dreamt when we opened last year.

Finally, we have a beautiful and technologically advanced media center which houses a myriad of resources to support learning. Our Media Specialist is very good at helping our staff and students understand the technology and how to use it. She has also established a digital library that gets more use than we have guessed even a few years ago.

In conclusion, our staff has brilliantly and collaboratively worked with these new tools both to survive the COVID year but to also move well into the future. We believe that even brighter things are coming.

Standard 3.7: The institution demonstrates strategic resource management that includes long-range planning and use of resources in support of the institution’s purpose and direction.

Long-range planning and the proper establishment of a brand new school can be viewed as opposite and competing interests. On the other hand, the establishment of a new school, if done properly, builds in long range goals and planning. For example, the new administration of CVHS spent a lot of time researching and establishing a great school structure and useful and necessary teams.

We began by establishing a Leadership Team. The Leadership Team had to establish Teacher Teams (Curricular Teams/Departments), and Intervention Team (Response to Intervention and Student Support Teams-SST) as well as Management Team (Steering Committee). All of these teams were tasked with various aspects of establishing a new school. The Leadership Team collaborated early on with Curriculum Teams to create Mission and Vision Statements and to set some long term goals. All of this was done while doing the more mundane but necessary tasks or getting the physical school ready, ordering and preparing text-books and curriculum, establishing a culture, and opening a school. Fortunately, our success at hiring a positive and productive staff took care of the most important long term goal which was to establish a staff excited to help students learn the skills, knowledge, and dispositions necessary for success.

Cedar Valley High School Administration has literally used almost all discretionary resources to create a culture where the staff work with each other to work with each student. As generic as this statement might sound, the specifics of putting this into action have been powerful. Events targeting students are supported by staff. Events and activities targeting staff are almost universally targeted to create a culture of caring pedagogical practice. We can honestly say that almost nothing has happened around here in the past year that was not designed to increase staff capabilities and well-being in the goal of increasing student achievement and well-being.

Some specific examples of of using our resources include but are not limited to:

  1. Sending a struggling department to a Solution Tree conference about Tier 2 interventions.
  2. Staff overnighters to enable staff to get to know each other.
  3. Monthly Curriculum Team Breakfasts with administrators to teach and listen.
  4. Regular staff training and celebrations to learn and to renew.
  5. Monthly faculty meetings to share pertinent information.
  6. Monthly staff recognition for excellence.
  7. Recognition of staff birthdays, births, weddings, illnesses, etc.
  8. Open doors in the administrative offices with a walk in policy for all teachers and staff.
  9. Weekly staff email.
  10. The use of discretionary funding to purchase teacher periods for class size reduction.

The goal is always to have a happy staff happily working with each other and more importantly, with their students.

We are not perfect. We believe Cedar Valley High School’s aspirations are.

Lastly, Principal Johnson has worked diligently and tirelessly with the community to help the school have enough money and physical resources to be able to be a true 21st century school. Our ability to move to a one-to-one scenario in the immediate future is a great example of this. Although technology is not a cure-all, it has been a vital solution to COVID related problems and moving towards a more individualized curriculum for students face-to-face or online has become much more realistic.

The long-term goal of helping ALL students achieve in the modern worlds is possible now in ways that might have been inconceivable even a few years ago. At the same time, it is acknowledged that the change from traditional styles of learning to more individualized styles has not always been fully successful or easily embraced. We are, however, far down this path and we believe that high levels of long term educational achievement are closer than ever imagined just a few years ago.

Standard 3.8: The institution allocates human, material, and fiscal resources in alignment with the institution’s identified needs and priorities to improve student performance and organizational effectiveness.

As human resources are probably the most important part of school function in general and in specific school improvement plans, we will talk about those last.

Thank you for flying with CVHS and completing your journey.

Created By
HANNAH ARNOLD
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