Fred Bryant

This District Continuous Improvement plan outlines strategic goals to enhance educational outcomes. Key focus areas include improving student performance in core academic standards, with targets to close achievement gaps and increase math and ELA proficiency by 2025. The plan also prioritizes fostering supportive and safe K-12 learning experiences by reducing chronic absenteeism and discipline referrals, and increasing student connection to school. Additionally, it aims to strengthen career readiness and community connections, ensuring all students have post-high school plans and access to career education opportunities by 2025.

This document outlines Cadillac Area Public Schools' Extended COVID-19 Learning Plan for the 2020-2021 school year, mandated by Public Act 149. The plan focuses on maintaining the health and well-being of students, staff, and families, while addressing learning gaps and ensuring equitable access to instruction. Key components include establishing educational goals (social-emotional and academic for K-12), defining modes of instructional delivery (face-to-face and virtual), aligning curriculum with state standards, implementing assessment and grading strategies, and ensuring equitable access to technology and support for special populations. The plan emphasizes regular communication, flexible learning options, and adherence to health and safety protocols.

This Learning Loss Plan for Cadillac Area Public Schools for 2022-2023 focuses on addressing immediate student and family needs. Its key strategies include comprehensive needs assessments, targeted student prioritization, and active stakeholder involvement. The plan outlines specific approaches to accelerate learning through optimized calendars, class logistics, diagnostic assessments, and subject-specific instructional methods in Math, ELA, Science, and Social Studies. It also emphasizes regular progress monitoring, intervention strategies, robust professional development for staff, and extensive social-emotional support for both students and staff during the transition to in-person learning, bolstered by community partnerships.