Colorado's Unified Improvement Plan for Schools

The Studio School UIP 2024-25

      
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Content


  • Document icons and definitions

  • Priority Performance Challenges
  • Root Cause
  • Major Improvement Strategies
  • Action Steps
  • Progress Monitoring
  • Trend Direction

Executive Summary


Priority Performance Challenges Root Cause Major Improvement Strategies
  • ELA Achievement
  • Equitable access to rigorous expectations
  • Collaboration - Grade level and vertical, use of DII cycles
  • Math Growth
  • Differentiated math instruction
  • Collaboration - Grade level and vertical, use of DII cycles
  • Strategies to differentiate math instruction


  • Access the School Performance Framework here: http://www.cde.state.co.us/schoolview/performance

    Access the Literacy Curriculum Transparency Dashboard here: https://www.cde.state.co.us/code/literacycurriculumtransparency-dashboard

    Improvement Plan Information


    Additional Information about the school


    The Studio School is an arts integrated magnet school in Adams12 Five Star Schools. The school has been recognized by the Arts Schools Network and was awarded the Exemplary Arts School Award in 2022 (a five year distinction). Our student population is very diverse and our staff is highly qualified in both teaching content and emphasizing arts-integrated teaching strategies.

    Improvement Plan Information

    The school/district is submitting this improvement plan to satisfy requirements for (check all that apply):


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    Narrative on Data Analysis and Root Cause Identification


    Prior Year Targets

    Provide a summary of your progress in implementing the Major Improvement Strategies and if they had the intended effect on systems, adult actions, and student outcomes (e.g. targets).


    Based on your reflection and evaluation, provide a summary of the adjustments that you will make for this year's plan.

    Current Performance

    Our school's ELA and math data have both improved overall in the last few years. Our staff has shifted their thinking about staying on pace, using student work, having data conversations and working alongside the instructional coach and ILT. We have seen shifts toward a more data-driven culture and have committed to ongoing reflection to improve our practices. We are proud of the growth our students demonstrated in ELA, and now hope to replicate that within math. Our teachers are also feeling more familiar with the Benchmark Curriculum resources and are trusting the spirals within the curriculum.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  ELA Achievement

    Area of Focus: English/Language Arts achievement


    Root Cause: Equitable access to rigorous expectations

    Staff are in year 3 of implementing the Benchmark Advanced curriculum, and we are in the first year of implementing Benchmark Advanced writing curriculum. Our staff is all trained on the science of reading, and are adjusting instruction to support best practices using the rigorous curriculum. We are seeing a shift in practices aligned with the science of reading research.

    Root Cause Category: Data Analysis


    Priority Performance Challenge:  Math Growth

    Area of Focus: Math growth


    Root Cause: Differentiated math instruction

    Our teachers are knowledgeable about the EDM4 curriculum, and they are working on being able to provide small group instruction and intervention that fit student needs.

    Root Cause Category: Data Analysis


    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Collaboration - Grade level and vertical, use of DII cycles

    Describe the research/evidence base supporting the strategy:

    Our grade level teams have seen great gains in student outcomes from collaboratively planning together and participating in DII cycles. The teachers are able to meet twice a week to unit plan, look at grade level standards, look at student work and plan instructional adjustments to meet student needs. Our collaborative structures are led by our instructional coach and teams hold each other accountable for the work. We have seen a decline in upper grade conceptual base practices utilizing more concrete hands-on practices.

    Strategy Category:

    Equitable Instructional Practices

    Associated Root Causes:

    Equitable access to rigorous expectations: Staff are in year 3 of implementing the Benchmark Advanced curriculum, and we are in the first year of implementing Benchmark Advanced writing curriculum. Our staff is all trained on the science of reading, and are adjusting instruction to support best practices using the rigorous curriculum. We are seeing a shift in practices aligned with the science of reading research.

    Differentiated math instruction: Our teachers are knowledgeable about the EDM4 curriculum, and they are working on being able to provide small group instruction and intervention that fit student needs.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    DII Cycles during collaboration time

    Admin and Instructional Coach

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU000002socz
    08/05/2024
    09/13/2024
    Instructional Coach
    a05PU000002sod0
    09/02/2024
    04/15/2025
    Principal, AP
    a05PU000003ARRp
    09/02/2024
    Instructional coach, classroom teachers
    a05PU000002sod1
    09/16/2024
    09/20/2024
    Teachers, instructional coach, interventionist and admin assist
    > >

    Strategies to differentiate math instruction

    Describe the research/evidence base supporting the strategy:

    Teachers have been struggling to find the time to effectively plan instruction and interventions specific to math skills. Teacher online data shows that teachers are able to utilize ST math as an intervention, and teachers have asked for more professional learning based around math differentiation. Our Math MAP achievement scores have increased in all grades except 2nd grade, where the achievement score has stayed the same. Even though it is increasing, our achievement data for MAP math is only 18-20% for 3 of our grade level cohorts.

    Strategy Category:

    Targeted Student Academic Supports

    Associated Root Causes:

    Differentiated math instruction: Our teachers are knowledgeable about the EDM4 curriculum, and they are working on being able to provide small group instruction and intervention that fit student needs.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Teachers will differentiate their math instruction

    Administrators, instructional coach, members of the ILT

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU0000039G5R
    09/02/2024
    02/14/2025
    Instructional coach, classroom teachers
    a05PU0000039G5S
    09/30/2024
    10/04/2024
    Instructional coach, grade level teams
    a05PU0000039G5T
    10/04/2024
    12/20/2024
    Instructional coach, ILT members

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : ELA Achievement

    Priority Performance Challenge : Math Growth

    Attachments List

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