Colorado's Unified Improvement Plan for Schools

Westminster Academy for International Studies 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
  • Gaps in early literacy instruction
    		•
  • Lack of consistent early literacy instruction
    		•
  • Establish and maintain comprehensive instructional systems in Early Literacy,
    		•
  • Need for systems to support content vocabulary and test structure
    		•
  • Lack of intentional instruction in math vocabulary
    		•
  • Math vocabulary instruction
    		•
  • Need to build stronger systems for growth mindset in students
    		•
  • Lack of student agency and growth mindset
    		•
  • Building growth mindset in students
    		•


    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


    Westminster Academy for International Studies is a suburban PK-8 school just north of Denver. The school currently has approximately 288 students enrolled in PK-8. The school has 83% of students who qualify for free and reduced lunch, 39% of students who are second language learners, and 14% who receive special education services. Westminster Academy for International Studies has spent over a decade implementing a Competency-Based model of instruction where students are instructionally grouped by their instructional level in math, literacy, and other content areas rather than traditional grade levels. Focus areas for the school this year will be to address achievement and growth in the areas of early literacy, 3-8 literacy, and K-8 math. Special attention will be paid to disaggregated groups, including students who are new to the country, students receiving special education support, and students affected by poverty. This plan will be compiled through a thorough analysis of school-level plans with a focus on patterns in data across the district. The plan will be presented to and vetted by the WPS administration and school board as well as by the School Accountability Advisory Committee (SAAC) made up of parents and community stakeholders.

    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.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Gaps in early literacy instruction

    Area of Focus: Early literacy


    Root Cause: Lack of consistent early literacy instruction

    Based on the analysis of student data from DIBELS, our performance priority is to improve the percentage of students who are classified as Well Below Benchmark from 54% to 10% for kinder-second grade aged students by the end of 2024-2025 school year. We will monitor this process by bi-weekly progress monitoring.

    Root Cause Category: Instruction


    Priority Performance Challenge:  Need for systems to support content vocabulary and test structure

    Area of Focus: Math growth


    Root Cause: Lack of intentional instruction in math vocabulary

    WAIS discovered in their root cause analysis that the students in this particular cohort were struggling with mathematical vocabulary and were not able to appropriately access the mathematical processes in tested questions.

    Root Cause Category: Instruction


    Priority Performance Challenge:  Need to build stronger systems for growth mindset in students

    Area of Focus: English/Language Arts growth


    Root Cause: Lack of student agency and growth mindset

    WAIS uses the following systems in order to track the student’s status and growth at the whole school, classroom and individual level. WAIS then uses this data to set specific goals for addressing gaps in achievement at department and whole school levels. 3.4.1-3.4.3 WAIS has specific goals for student’s growth at both the individual student level as well as at the state level as expressed in this document, the UIP, as well as part of the 10 week triangulation and data cycle process that was described earlier (3.4.1– 3.4.3). Included in the UIP is the implicit and explicit goal of closing achievement gaps between student groups. (3.4.1)


    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Establish and maintain comprehensive instructional systems in Early Literacy,

    Describe the research/evidence base supporting the strategy:

    		Consistent literacy practices in elementary schools are vital for developing strong reading and writing skills. Research highlights several key benefits: Improved Student Achievement: Consistency in instruction leads to better literacy outcomes across all grades. Schools with aligned literacy practices see higher reading proficiency and fewer students needing intervention (Shanahan & Shanahan, 2008). Skill Reinforcement: Regular, structured literacy practices build foundational skills in phonics, fluency, and comprehension, which are essential for long-term reading success (National Reading Panel, 2000). Reduced Learning Gaps: Consistent literacy instruction helps prevent skill gaps, especially for at-risk students and English Language Learners, ensuring equitable access to learning (August & Shanahan, 2006). In summary, consistent literacy practices create a cohesive, effective approach to teaching reading and writing, leading to better student outcomes and reduced disparities.

    Strategy Category:

    		Research-based Instructional Practices

    Associated Root Causes:

    Lack of consistent early literacy instruction: Based on the analysis of student data from DIBELS, our performance priority is to improve the percentage of students who are classified as Well Below Benchmark from 54% to 10% for kinder-second grade aged students by the end of 2024-2025 school year. We will monitor this process by bi-weekly progress monitoring.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Improved progress towards early literacy benchmarks

    		Building administration and teachers

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU000003P1td
    		08/26/2024
    05/22/2025     		All teachers
    a05PU000003P1te
    		08/26/2024
    05/22/2025     		Classroom teachers and interventionists
    > >

    Math vocabulary instruction

    Describe the research/evidence base supporting the strategy:

    		Understanding mathematical vocabulary is essential for middle school students to successfully access and interpret test questions. Key research findings include: Language and Conceptual Understanding: Mathematical vocabulary provides the language framework necessary for understanding test questions. Without it, students struggle to grasp key concepts or instructions (Kotsopoulos, 2007). Performance Impact: Students who are unfamiliar with math-specific terms (e.g., "sum," "difference," "product") often misunderstand the questions, leading to errors even when they possess the necessary computational skills (Chval & Chavez, 2011). Equity in Assessments: ELL students, in particular, benefit from explicit vocabulary instruction, as a lack of understanding of math terms creates an additional barrier to test success (Cuevas, 1984). In summary, a strong grasp of mathematical vocabulary is critical for accessing and correctly answering test questions.

    Strategy Category:

    		Research-based Instructional Practices

    Associated Root Causes:

    Lack of intentional instruction in math vocabulary: WAIS discovered in their root cause analysis that the students in this particular cohort were struggling with mathematical vocabulary and were not able to appropriately access the mathematical processes in tested questions.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Improvement in Math Scores

    		Building Administratoin

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU000003P3XF
    		08/19/2024
    05/22/2025     		Math Curriculum Coordinators, Grade-Level Teams.
    a05PU000003P3XG
    		08/26/2024
    05/15/2025     		Grade-Level Teams
    a05PU000003P2Uj
    		09/23/2024
    12/19/2024     		Classroom teachers
    a05PU000003P2Uk
    		09/23/2024
    12/19/2024     		Classroom teachers
    a05PU000003P2Xx
    		09/23/2024
    05/29/2025     		WAIS intervention team
    > >

    Building growth mindset in students

    Describe the research/evidence base supporting the strategy:

    		Research shows that fostering a growth mindset—where students believe their abilities can improve through effort—significantly boosts literacy gains: Increased Persistence: Students with a growth mindset are more likely to persist through literacy challenges, viewing mistakes as opportunities to learn. This resilience leads to improved reading and writing outcomes (Dweck, 2006). Improved Achievement: Studies indicate that students who embrace a growth mindset demonstrate higher literacy achievement, as they are more willing to engage in difficult tasks and take academic risks (Claro et al., 2016). Positive Feedback Loop: A growth mindset fosters a cycle of effort and success, where small literacy improvements reinforce students' belief in their ability to grow, leading to further gains (Boaler, 2013). In summary, a growth mindset enhances student motivation, persistence, and literacy achievement.

    Strategy Category:

    		Targeted Student Academic Supports

    Associated Root Causes:

    Lack of student agency and growth mindset: WAIS uses the following systems in order to track the student’s status and growth at the whole school, classroom and individual level. WAIS then uses this data to set specific goals for addressing gaps in achievement at department and whole school levels. 3.4.1-3.4.3 WAIS has specific goals for student’s growth at both the individual student level as well as at the state level as expressed in this document, the UIP, as well as part of the 10 week triangulation and data cycle process that was described earlier (3.4.1– 3.4.3). Included in the UIP is the implicit and explicit goal of closing achievement gaps between student groups. (3.4.1)

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Increased literacy scores through enhancing student growth mindset

    		Classroom teachers/CLD Teachers

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU000003P3XH
    		07/08/2024
    07/31/2024     		Literacy Coordinators, Grade-Level Teams.
    a05PU000003P3oz
    		08/19/2024
    05/22/2025     		: Literacy Teachers
    a05PU000003P3XI
    		08/19/2024
    04/24/2025     		Literacy Teachers, Instructional Coaches.
    a05PU000003P3aT
    		08/19/2024
    05/22/2025     		Literacy Teachers.

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : Gaps in early literacy instruction

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Goal is 10% of students K-2 as well below on DIBELS by EOY 2025
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Need for systems to support content vocabulary and test structure

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Goal is 54 MGP for 6th grade cohort on 2025 CMAS
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Need to build stronger systems for growth mindset in students

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: improve the Median Growth Percentile ( MGP) of students who are classified as 3rd- 5th grade from 44 to 50 for English Language Learners by the end of March 2025
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

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