Colorado's Unified Improvement Plan for Schools

Innovations & Options UIP 2023-24

      
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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
  • Academic Achievement: Math and English
    		•
  • Lack of focus on Instruction Improvement
  • Low Academic Expectations
    		•
  • Create and implement active thinking & learning classrooms
  • Implement a relationship-based culture through trauma-informed practices.
    		•
  • Student Engagement: Attendance
    		•
  • Inconsistent attendance system of intervention
  • Lack of focus on Instruction Improvement
    		•
  • Implement a relationship-based culture through trauma-informed practices.
  • Create and implement active thinking & learning classrooms
    		•
  • Low Graduation Rate
    		•
  • Inconsistent attendance system of intervention
  • Lack of focus on Instruction Improvement
  • Low Academic Expectations
    		•
  • Implement a relationship-based culture through trauma-informed practices.
  • Create and implement active thinking & learning classrooms
    		•


    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



    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


    Description of School Setting and Process for Data Analysis

    Innovations and Options is designated as an Alternative Education Campus serving students in grades 9- 12+ seeking a high school diploma.  We serve as the only AEC in the 27J school district. Currently, we have approximately 200 students served by Innovations & Options. 

    Current demographics data (Sept 2023) among our student population reflects:

    Gender:   56% Male, 43% Female, 1% Other
    Ethnicity: 63% Hispanic,  30% White, 7% Other
    Students with IEP's: 11%
    Students with 504's:  7%
    CLD students:           10%

    Development of the UIP
    We continue to build on a regular cycle of UIP development with a variety of stakeholders, that starts in April each year. Each year, our school has an opportunity to first gain feedback and input from our District Accountability Committee, which includes leaders and parents from various schools/levels across the district. In May, school staff start reviewing local school performance data, progress made on the current UIP, and discuss next steps. In June and July, we have multiple work session opportunities to continue the UIP development process involving school leadership staff and district leadership staff. In August, all building staff, including teachers, counselors, admin, and other classified support staff, attended an UIP work session in order to continue the cycle of development and refinement of our identified strategies. We worked as a team to develop appropriate implementation benchmarks and action plans to best address our identified major improvement strategies. Finally, each month,  school staff meets to work on progress and next steps towards success in our major improvement strategies. Additionally, school leadership meet with district leadership staff to discuss and review UIP work.

    We continue to work on establishing effective parent and student advisory committees, that will meet at least 3 times a year to review data, including those indicators related to ESSA identification. These committees will provide opportunities for our parents and students to review performance, review progress, and provide input about our goals and strategies.

    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).

    Our Academic Achievement targets remain the same for this coming school year cycle. We did not have enough students test to receive aggregate scores to measure our progress in this area.
    We are excited that we met our Graduation Rate goal, and achieved exactly 80% 5-Year graduation rate for the 21-22 school year.
    We did not meet our Dropout rate target, as our rate went up instead of down.
    We reached and surpassed both our Attendance and Truancy targets.

    Our two major improvement strategies gave us clear focus as a school and identified areas for school improvement efforts. We believe the strategies are the right work, as we saw improvement in many of our targets.
     


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

    We are staying the course to continue the work we started last year. We are putting most of our focus this year towards the Active Thinking & Learning improvement strategy. 

    Current Performance

    Graduation Rate - Overall
    ESSA Graduation Benchmark: 67%
     
     2018-192019-202020-212021-22
    4-year31.7%57.8%58.5%74.3%
    5-year50.3%49.6%77.8%80%
    6-year37%58.5%59.8%79.7%
    7-year50.4%40%62.2%60.2%

    5 Year Graduation rate - Disaggregated
    We chose to focus on disaggregated data around our 5-year graduation rate. The majority of our students enroll their senior year or beyond, significantly behind in credit. The 5-year rate currently best reflects our purpose and clientele we serve.
     19-2020-2121-22
    Female51.0%71.4%84.0%
    Male48.7%82.7%77.8%
    Hispanic49.2%77.3%78.0%
    White48.1%76.2%87.8%
    Students with Disabilities42.9%72%92.3%
    English Learners42.9%74.1%57.1%
    Economically disadvantaged students50%80.7%80.4%

    Other ethnicities are too low of an n-count to be reported into disaggregated data. 93% of our population identifies as either Hispanic or White ethnicity.

    PWR Readiness - Dropout Rate 
    AEC SPF Approaching Benchmark: 12.8%; Meets Benchmark: 4.6%
     
     2018-192019-202020-212021-22
    Overall11.6%8.4%8.3%10.5%
    Female12.8%8.0%7.1%13.8%
    Male10.9%8.6%9.1%7.7%
    Hispanic11.9%5.9%10.5%9.8%
    White11.3%12.2%5.8%10.6%
    Students with disabilities6.3%4.9%0%6%
    English Learners10.5%5.3%22.2%7.7%
    Economically disadvantaged students14.3%5.5%0%1.8%


    PWR Readiness - SAT Data
     EBRWMATH
    2019Mean: 390.4            (DNM)Mean: 384.6             (DNM)
    2021Mean: 428.2           (Meets)Mean: 386.5            (DNM)
    2022Mean: 419.4           (Appr)Mean: 394.4             (Appr)
       
    SPF
    Benchmarks    		Approaching: 412.7
    Meets:  424.4    		Approaching: 390.9
    Meets: 398.6

    Student Engagement - Attendance and Truancy
          AEC SPF Attendance Approaching Benchmark 80.2% or higher
          AEC SPF Truancy      Approaching Benchmark 7.81% or lower
     2019-202020-212021-222022-23
    Attendance77.7%90.4%80.2%84.8%
    Truancy14.1%5.9%9.5%6.1%


    Student Engagement - Returning Student Rate
          AEC SPF Benchmark: Meets 60%;  Exceeds 90%
     Returning Rate
    2019 SPF
    returned for 18-19    		80.2%
    2020 ''SPF'' * local data
    returned for 19-20    		84.8%
    2021 ''SPF'' *local data
    returned for 20-21    		89.0%
    2022 SPF
    % stdts returned for 21-22    		83%
    2023 SPF81%


    Academic Achievement: CMAS 11th Science
     11th Science
    2017I & O Mean:     502.7
    2018I & O Mean:     480.2
    2019I & O Mean:     491.3
    2021n/a - CMAS Science not tested
    2022 SPFn/a not reported
    2023 SPF n/a not reported
    SPF
    Benchmarks    		Approaching: 503.0
    Meets: 515.0

    Academic Achievement: PSAT 9 & 10
     EBRWMATH
    2018 SPFI & O Mean:     376.1I & O Mean:     379.6
    2019 SPFI & O Mean:     381.4I & O Mean:     378.0
       
    2022 SPFn/a: n count too lown/a: n count too low
    2023 SPFn/a: n count too lown/a: n count too low
    SPF
    Benchmarks    		Approaching: 379.8
    Meets:  395.3    		Approaching: 371.7
    Meets: 380.7

    Academic Growth - Median Growth Percentile
     English LAMath
       
    2018 SPF36.036.0
    2019 SPF35.043.0
    2022 SPFn/a: n count too lown/a: n count too low
    2023 SPFn/a: n count too lown/a: n count too low
    SPF
    Benchmarks    		Approaching: 35.0
    Meets:  50.0    		Approaching: 35.0
    Meets: 50.0

    LOCAL DATA -FastBridge aReading & aMath

    ACHIEVEMENT - Mean Scale Score
    Language Usage   21.0
    Math                       22.0

    GROWTH - Median Growth Percentile
    Language Usage    70.0
    Math                       55.0

    Trend Analysis

    Trend Direction: Increasing
    Performance Indicator Target: Academic Achievement (Status)

    Math Academic Performance: This year, our only consistent data source is our SAT scores. SAT continues to show increasing results over the past 4 years of data (380.7, 384.6, 386.5, 394.4) Due to our small school size, we have not had a large enough n-count in PSAT results to determine our current trend. We are still below state benchmark expectations, but for the first time reached the Approaching category in SAT Math scores. (Source: SPF)
    Trend Direction: Increasing then decreasing
    Performance Indicator Target: Academic Achievement (Status)

    English Academic Performance: We saw a decline in SAT scores this past year after an increase the prior year.. (2019: 390.4, 2021: 428.2, 2022 419.4) We have not had a large enough n-count in PSAT scores to determine our current trend. Last year e met state benchmark expectations for SAT EBRW for the first time, but dropped to Approaching this year. (Source: SPF and local data)
    Trend Direction: Increasing
    Performance Indicator Target: Academic Growth

    Academic Growth: We had a full year of benchmark testing under the local Fast Bridge assessments, using aReading and aMath. We were excited to see positive growth in student results over the course of the year. (Source: local data)
    Trend Direction: Stable then increasing
    Performance Indicator Target: Postsecondary & Workforce Readiness

    Dropout Rate: After a positive decreasing trend, we saw our dropout rate rise this past year. (16.8% in 17-18; 19-20 8.4% to 8.3% in 20-21, 10.5% 21-22). This is notable as it is still significantly higher than the 4.6% benchmark on the SPF. (Sources: CDE reported yearly dropout rates)
    Trend Direction: Increasing
    Performance Indicator Target: Student Graduation and Completion Plan

    Graduation Rate: We are most proud of our continued growth in our number one student outcome. Our graduation rates continue to climb in a positive direction. We continue focusing most of our efforts on 4th and 5th year seniors to help them complete a diploma. Our 4-year rate trend saw another jump from the previous year. (31.7%, 57.8%, 58.5%, 74.3%). Our 5-year cohort had a smaller increase(50.3%, 49.6%, 77.8%, 80%). We have met the ESSA benchmark in our 4 year rate for the first time. (Source: CDE data website)
    Trend Direction: Increasing
    Performance Indicator Target: Student Engagement

    Attendance Rate: We continue to show increasing growth in attendance rate. Average daily attendance has slowly been rising since a low point in 18-19 school year. (18-19: 76.3%, 19-20 at 77.7%, 21-22 at 80.2%, 22-23 84.8%). We saw over a 4% increase over the past year. We are close, but this is still below the state expectation of 86.5% for the Meets rating on the SPF. (Source: CDE reported yearly attendance rates)
    Trend Direction: Decreasing then stable
    Performance Indicator Target: Student Engagement

    Returning Student Rate: We maintained mostly stable for this data point. While we are meeting state expectations on this measure, it's a data point we continue to watch, as it dropped slightly, from 83% to 81%. (Source: SPF and local data collection)

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Academic Achievement: Math and English

    Our achievement performance remains lower than state expectations. There are slow increasing trends in math and English. Besides credit accumulation/course completion, proficiency in math and English are now a required for graduation. Achievement levels in both math and english directly impact our graduation rate.


    Root Cause: Lack of focus on Instruction Improvement

    Historically, we have struggled to focus on improving instructional practices in all classrooms. We do not have clear, school-wide expectations for teachers on instructional goals, norms, classroom management, academic rigor, and common, best practice strategies.

    Root Cause: Low Academic Expectations

    Often teachers make assumptions about student academic abilities based on behavioral engagement instead of content-driven formative assessment and data. Student tasks and learning targets are not at grade level and lack rigor for critical thinking skills. Lack of consistent classroom observations, feedback and coaching for support and accountability towards grade level expectations.


    Priority Performance Challenge:  Student Engagement: Attendance

    Attendance continues to be a challenge and has a direct correlation to academic performance, which is tied to successful course completion. Course completion has a direct impact on graduation rate.


    Root Cause: Inconsistent attendance system of intervention

    There has not been a clear and consistent expectation for attendance. We have made a lot of strides in building a system to monitor attendance more consistency. We continue to struggle with strategies of support, interventions, rewards, and consequences that positively impact student attendance.

    Root Cause: Lack of focus on Instruction Improvement

    Historically, we have struggled to focus on improving instructional practices in all classrooms. We do not have clear, school-wide expectations for teachers on instructional goals, norms, classroom management, academic rigor, and common, best practice strategies.


    Priority Performance Challenge:  Low Graduation Rate

    Our graduation rate has continued trending with positive growth over the last several years. While we met the ESSA requirement of 67% in our 4-year graduation rate for the first time, we want to see stable results year after year. However, our graduation rate does continues to be below our own target goal.


    Root Cause: Inconsistent attendance system of intervention

    There has not been a clear and consistent expectation for attendance. We have made a lot of strides in building a system to monitor attendance more consistency. We continue to struggle with strategies of support, interventions, rewards, and consequences that positively impact student attendance.

    Root Cause: Lack of focus on Instruction Improvement

    Historically, we have struggled to focus on improving instructional practices in all classrooms. We do not have clear, school-wide expectations for teachers on instructional goals, norms, classroom management, academic rigor, and common, best practice strategies.

    Root Cause: Low Academic Expectations

    Often teachers make assumptions about student academic abilities based on behavioral engagement instead of content-driven formative assessment and data. Student tasks and learning targets are not at grade level and lack rigor for critical thinking skills. Lack of consistent classroom observations, feedback and coaching for support and accountability towards grade level expectations.


    Why were these challenges selected and what is the magnitude of the overall performance challenges:

    We continue to focus on broad, systemic Priority Performance Challenges as the school-wide level. Our small enrollment makes it difficult to disaggregate into sub-groups reliably. We need to stay focused on our continuous improvement efforts in order increase the performance of the school.  Ultimately, the performance challenge that matters most to our students and to the work of our entire staff is our low graduation rate.  This is the sole reason students come to our school - to find their way and graduate.

    How were the Root Causes were selected and verified:

    The UIP team reviewed state and local data metrics described in this plan, as well as classroom observation data, to discuss and debate about root causes impacting our performance challenges. We reviewed past identified root causes and discussed results and impact and whether or not those seemed to get at the heart of the challenges. Our root cause analysis process incorporated two different protocol tools: The Five Why's protocol and Criteria for Narrowing Explanations. In the end, our team refined our possible root causes down to 3 that we felt would have potentially the biggest impact across all of our identified performance challenges. 
     

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    >

    Implement a relationship-based culture through trauma-informed practices.

    What will success look like:

    		Our school would resonate a relationship-based culture in all aspects of school life. Every interaction with a student or parent would begin through first building a relationship of care and trust. Staff would approach all conflict and challenges with a trauma-informed mindset, working towards positive interactions that focus on support and intervention, rather than assumptions, blame or punishment. Clear and consistent routines and practices are effectively used for all students. High expectations for excellence in character, attendance, and academics are in place. These expectations are surrounded with effective systems of communication, progress monitoring, support, intervention, rewards, and consequences. High expectations and supports for every student to reach those expectations will result in increased attendance, production in class work, and academic achievement. These elements are fundamental for a student to successfully complete requirements in order to reach graduation.

    Describe the research/evidence base supporting the strategy:

    		Based on our knowledge and relationships with our students, we know there is a significantly high number who have experienced trauma or are currently experiencing trauma. Through investigation of research, attending conferences, reading a variety of literature, it is clear that the effects of trauma can have dramatic effects on the ability of our students to focus, learn, and behave appropriately in the classroom in order to be productive learners and eventually graduates. Research and evidence that we have been exploring to drive our work include: Scales PC, Van Boekel M, Pekel K, Syvertsen AK, Roehlkepartain EC. Effects of developmental relationships with teachers on middle‐school students’ motivation and performance. Psychol Schs. 2020;57:646–677. https://doi.org/10.1002/pits.22350 Jones W, Berg J, Osher D. (2018). Trauma and Learning Policy Initiative (TLPI): Trauma-Sensitive Schools Descriptive Study. American Institutes for Research. https://traumasensitiveschools.org/wp-content/uploads/2019/02/TLPI-Final-Report_Full-Report-002-2-1.pdf

    Associated Root Causes:

    Inconsistent attendance system of intervention: There has not been a clear and consistent expectation for attendance. We have made a lot of strides in building a system to monitor attendance more consistency. We continue to struggle with strategies of support, interventions, rewards, and consequences that positively impact student attendance.

    Lack of focus on Instruction Improvement: Historically, we have struggled to focus on improving instructional practices in all classrooms. We do not have clear, school-wide expectations for teachers on instructional goals, norms, classroom management, academic rigor, and common, best practice strategies.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Attendance Intervention System An effective and consistent attendance system will be in place every hexter for every student. Any student with 4 or more period absences to any class will receive a consistent response with support and consequences. 08/01/2022
    05/19/2024
    Monthly     		Attendance Liaison, Dean, Counselors, Principal Partially Met
    Clear school norms and expectations School-wide norms will be regularly used in all spaces in the building consistently and effectively. 08/11/2023
    05/19/2024
    Weekly     		Teachers, Deans, Counselors, Principal, Support Staff Partially Met

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Identfiy effective reward/consequences to attendance
    		Establish appropriate rewards/consequences for attendance behaviors. 08/26/2023
    12/15/2023     		none Principal, Dean, Attendance Liaison, Teachers In Progress
    Monitor effectiveness of attendance system
    		Holding regular review meetings to monitor effectiveness of the system, including timeliness of response, effectiveness of interventions, rewards, and consequences 09/01/2023
    05/19/2024     		none Principal, Deans, Attendance Liaison In Progress
    Identify support strategies for attendance challenges
    		Establish a "bank" of support strategies to lean on to help students struggling with attendance get back on track. 09/15/2023
    05/19/2024     		research on best practices for attendance strategies Deans, Attendance Liaison In Progress
    Communicate school-wide norms
    		Consistently communicate desired school norms in every classroom and office when interacting with students. 09/27/2023
    05/23/2024     		printed materials to assist communicaiton All school staff In Progress
    Embed norms into daily school life
    		All staff build habits of referring to school-wide norms in positive reinforcement of behaviors through a wide variety of ways: such as daily student interactions, student award celebrations, or restorative conversations. 10/15/2023
    05/19/2024     		none All school staff In Progress
    >

    Create and implement active thinking & learning classrooms

    What will success look like:

    		Teachers are leaders of learning by building strong, purposeful learning activities every day that drive engagement and attainment of learning. Students master content by doing, and then thinking about the doing. The majority of the time, students are being challenged through higher-order thinking skills such as analyzing, evaluating, and creating. In every classroom, every day, every student is engaged in the learning process from all three points of engagement: emotional, behavioral, and cognitive.

    Describe the research/evidence base supporting the strategy:

    		Based on our ESSA identification of low graduation rate, our chosen priority performance challenge is lack of focus on instruction improvement. Our major improvement strategy we identified as the focus for our instructional improvement work is to create active thinking & learning classrooms. This instructional practice has been shown to increase student academic performance as well as engagement. Increased academic performance has direct impact on graduation rate for both successful course completion in order to complete credit requirements, as well as having the skills to be able to successfully complete graduation demonstrations in Math and English language arts. Much of the research around active learning that we found was originated from studies at the post-secondary, higher education environment. However, we believe the work clearly resonates and applies for high school students as well, and particularly our population of at-risk young adults. Traditional high school practices did not work for most of our students, that's why they end up enrolling with us. We need to build a different approach to our classrooms. The active learning concept/model fits our vision, student needs, and has evidence of effectiveness. Evidence-based Sources: Bonwell, C.C. & Eisen, J.A. (1991). Active Learning: Creating Excitement in the Classroom. School of Education and Human Development, George Washington University: Washington DC. Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of engineering education, 93(3), 223-231. Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.

    Associated Root Causes:

    Lack of focus on Instruction Improvement: Historically, we have struggled to focus on improving instructional practices in all classrooms. We do not have clear, school-wide expectations for teachers on instructional goals, norms, classroom management, academic rigor, and common, best practice strategies.

    Low Academic Expectations: Often teachers make assumptions about student academic abilities based on behavioral engagement instead of content-driven formative assessment and data. Student tasks and learning targets are not at grade level and lack rigor for critical thinking skills. Lack of consistent classroom observations, feedback and coaching for support and accountability towards grade level expectations.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Positive management of behavior to increase thinking time As evidenced by observational data, Behavior expectations are consistently reminded, reinforced, and redirected. 08/11/2023
    05/19/2024
    Monthly     		Teachers In Progress
    Maximize Thinking Time As evidenced by observational data and document reviews, 80% of class time, students are “doing the thinking” around the learning objective for the day. 10/08/2023
    05/19/2024
    Weekly     		Principal, Teachers In Progress

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Collaboration Meetings
    		Utilize weekly collaboration meetings for teachers to share and interact with best practices around active thinking & learning strategies for the classroom that involves teacher engagement. 08/01/2023
    05/19/2024     		none Principal, Teachers In Progress
    Data Observations
    		Carry out regular, weekly observation walks to collect data/evidence of teacher engagement with students. 08/10/2023
    05/19/2024     		time Principal In Progress
    PDSA Cycle process
    		Through observation data, feedback, and self-reflection, teachers take action for continuous improvement in their amount and type of engagement with students during class time. 09/01/2023
    05/19/2024     		learning sessions, guided thinking time Admin, teachers In Progress

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : Academic Achievement: Math and English

    Performance Indicator:

    		 Academic Achievement (Status)

    Measures / Metrics:

    		 ELA
    ANNUAL
    PERFORMANCE
    TARGETS
    2023-2024: Increase the mean scale score on SAT Evidence Based Reading and Writing to at least 432.
    2024-2025:

    INTERIM MEASURES FOR 2023-2024:

    Performance Indicator:

    		 Academic Achievement (Status)

    Measures / Metrics:

    		 M
    ANNUAL
    PERFORMANCE
    TARGETS
    2023-2024: Increase Mean scale score on SAT Mathematics to 395 or higher.
    2024-2025:

    INTERIM MEASURES FOR 2023-2024:

    Priority Performance Challenge : Student Engagement: Attendance

    Performance Indicator:

    		 Postsecondary & Workforce Readiness

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2023-2024: Increase average attendance rate to 86%.
    2024-2025:

    INTERIM MEASURES FOR 2023-2024:

    Performance Indicator:

    		 Student Engagement

    Measures / Metrics:

    		 Truancy
    ANNUAL
    PERFORMANCE
    TARGETS
    2023-2024: Decrease truancy rate to 5%.
    2024-2025:

    INTERIM MEASURES FOR 2023-2024:

    Priority Performance Challenge : Low Graduation Rate

    Performance Indicator:

    		 Postsecondary & Workforce Readiness

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2023-2024: Reduce annual dropout rate to 4.6%.
    2024-2025:

    INTERIM MEASURES FOR 2023-2024:

    Performance Indicator:

    		 Postsecondary & Workforce Readiness

    Measures / Metrics:

    		 Graduation Rate
    ANNUAL
    PERFORMANCE
    TARGETS
    2023-2024: Increase 4 year graduation rate to 75%.
    2024-2025:

    INTERIM MEASURES FOR 2023-2024:

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