Colorado's Unified Improvement Plan for Schools

Laredo Middle 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
  • Academic Growth
    		•
  • Literacy Intervention and MTSS Planning
  • Data Literacy for staff
  • Professional Development
    		•
  • Culture and climate building for staff and students
  • Implementation of Literacy Plan and MTSS
  • Targeted Professional Learning
    		•
  • Academic disproportionality
    		•
  • GT identification
  • Limited Staffing
  • Professional Development
    		•
  • Targeted Professional Learning
  • Implementation of Literacy Plan and MTSS
  • Culture and climate building for staff and students
    		•
  • Student Behavior disproportionality
    		•
  • Literacy Intervention and MTSS Planning
  • Professional Development
  • Restorative Practices
    		•
  • Culture and climate building for staff and students
  • Implementation of Literacy Plan and MTSS
  • Targeted Professional Learning
    		•


    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

    Total student population: 974

    Free/Reduced Price Lunch Eligible Students 42%

    English Learners 13.1%

    Students of color 60.5%

    Race/ethnicity:

    • American Indian .5%
    • Asian 6%
    • Black 15.4%
    • Hispanic/Latino 28%
    • White 39.5%
    • Native Hawaiian, Pacific Islander .7%
    • Multiple Races 9.9 %

    Students with Disabilities 16.7%

    Gifted and Talented 8.6%

    Gender:

    • Female 50%
    • Male 50%

    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

    Disproportionality of students with Advanced Learning Plans (ALP) 


    % of students with an ALP

    % of student population 

    White

    57.7%

    39.2%

    Asian

    5.1 %

    5%

    Black

    10.2 %

    15.4%

    Hispanic

    16.8%

    29.4%

    Two or more races 

    10.4%

    9.4%

    Pacific Islander

    0%

    .5%

    Native American 

    0%

    .4%


    Disproportionality of Discipline Referrals by Race


    % of students with incidents 

    % of student population 

    White

    32.6%

    39.2%

    Asian

    3%

    5%

    Black

    20.2%

    15.4%

    Hispanic

    31.9%

    29.4%

    Two or more races 

    11.6%

    9.4%

    Pacific Islander

    .5%

    .5%

    Native American 

    .2%

    .4%

    Trend Analysis

    Trend Direction: Increasing then decreasing
    Performance Indicator Target: Academic Growth

    Since 2016-17, Laredo Middle School has had a fluctuating trend in Language Arts and Math achievement as measured by CMAS (annually 2016-19) and Fastbridge (21-22). Trends from 2017-2019 CMAS testing showed growth in the number of students who scored in the proficient range on CMAS in both Language Arts (47% to 50%) and Math (58% to 66%). CMAS testing in 2021 and 2022 indicated a decrease in the number of students who met the College and Career readiness standards in Language Arts (from 37.1% to 35.7%) and an increase in students meeting the College and Career readiness standards in Math (from 23.1% to 26.3%) however, due to the global pandemic and skipped years of testing as well as low participation numbers for CMAS for the past two year, this data has limited significance. From fall 2021 to spring 2022, Fastbridge Reading data showed growth in the number of students scoring in the "meets" and "low risk" benchmark categories (from 48% to 57%). In that same interval, Fastbridge Math data showed no growth in the number of students scoring in the "meets" and "low risk" benchmark categories (from 56% to 55%).
    Trend Direction: Stable then decreasing
    Performance Indicator Target: Student Engagement

    In 2018, our Climate, Safety and Wellness survey showed there was a gap in engagement percent for students of color vs. white students. 44.3% of our students of color reported being engaged and 49.4% of white students reported being engaged. In May of 2022, our Engagement survey showed there was a gap in engagement (highly engaged/engaged) for students of color vs. white students. 19.4% of our students of color reported being engaged (highly engaged/engaged) as compared to 25.5% of our white students reported being engaged (highly engaged/engaged). Furthermore, in May 2022, 49% of our students of color reported caring about their school (true/very true) as compared to 53.5% of white students reporting caring about their school (true/very true).
    Trend Direction: Decreasing then increasing
    Performance Indicator Target: Student Behavior

    During the 2018-2019 school year, there were 106 disciplinarian referrals written for defiant/disobedient behaviors. During the 2019-2020 school year, there were 49 disciplinarian referrals written for defiant/disobedient behaviors. During the 2020-2021 school year, there were 16 disciplinarian referrals written for defiant/disobedient behaviors. During the 2021-2022 school year, there were 331 disciplinarian referrals written for defiant/disobedient behaviors.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Academic Growth

    Our challenge is to stop the decreasing trend in the number of students demonstrating proficiency, either on the College and Career Readiness standards on CMAS or the grade-level benchmarks in Reading and Math on Fastbridge. Given the data, the pandemic has had a huge impact on student achievement both on CMAS and on Fastbridge, though the local data for Fastbridge includes data for a more representative portion of Laredo's student body. This challenge was selected in an attempt to increase growth in student achievement for all students.

    Area of Focus: English/Language Arts growth


    Root Cause: Literacy Intervention and MTSS Planning

    Prior to 24-25 we did not have a formal structure to provide Literacy Intervention and support for students who need it.

    Root Cause Category: Intervention Systems

    Root Cause: Data Literacy for staff

    Training for staff on how to access, read and use data to inform instruction.

    Root Cause Category: Data Analysis

    Root Cause: Professional Development

    Teachers need ongoing support and training in Restorative Practices and how to incorporate them in the classroom.

    Root Cause Category: Teacher Development


    Priority Performance Challenge:  Academic disproportionality

    Our challenge is to decrease the gap in engagement between our white students and our students of color. Given the data, 6.1% fewer of our students of color report being engaged vs. their white peers. Also 4.5% fewer of our students of color report caring about their school as compared to their white peers. This challenge was selected in an attempt to increase student engagement and inclusiveness for our students of color.

    Area of Focus: Equitable Practices


    Root Cause: GT identification

    Laredo's GT population is disproportionate with regards to race. White and Asian students are over represented as compared to Laredo's overall population.

    Root Cause Category: Infrastructure (data, systems, identification)

    Root Cause: Limited Staffing

    Due to limited staffing in GT prior to 24-25, fewer students were identified for and/or moved into GT from the talent pool.

    Root Cause Category: Staffing

    Root Cause: Professional Development

    Teachers need ongoing support and training in Restorative Practices and how to incorporate them in the classroom.

    Root Cause Category: Teacher Development


    Priority Performance Challenge:  Student Behavior disproportionality

    Our challenge is to stop the increasing trend in the number of students who receive a referral for defiant/disobedient behaviors. During the 21-22 School year, Laredo Middle School experienced a significant increase in the total amount of referrals written, specifically an increase in the amount of referrals written for defiant/disobedient behaviors. This challenge was selected in an attempt to decrease the amount of referrals written for defiant/disobedient behaviors and empower staff with restorative practices.

    Area of Focus: Behavior


    Root Cause: Literacy Intervention and MTSS Planning

    Prior to 24-25 we did not have a formal structure to provide Literacy Intervention and support for students who need it.

    Root Cause Category: Intervention Systems

    Root Cause: Professional Development

    Teachers need ongoing support and training in Restorative Practices and how to incorporate them in the classroom.

    Root Cause Category: Teacher Development

    Root Cause: Restorative Practices

    Continue to add to and refine the Restorative Practices available to staff and students.

    Root Cause Category: Equity

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

    Laredo had a difficult school year in 21-22 and the data supports this.  In working with staff, students and community it was determined that these priority challenges were essential for us to move forward. The challenges are all inter-related as improved student engagement, improved student/staff relationships, and improved student behavior lead to improved student achievement.

    Academic Data
    Reading Benchmark
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    Reading by Grade
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    Math Benchmark
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    Math by Grade
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    21-22 Student Engagement Survey
    October (21) Survey
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    May (22) Survey
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    21-22 Referral Data- Disobedient/Defiant
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    How were the Root Causes were selected and verified:

    Laredo had a difficult school year in 21-22 and the data supports this.  In working with staff, students and community it was determined that these priority challenges were essential for us to move forward. Root causes were brainstormed by staff and we connected our root causes to the CCSD values that would alleviate the cause and support the elimination of the performance challenge.

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Culture and climate building for staff and students

    What will success look like:

    		From 21-22 to 23-24, the percent of Disobedient/Defiant referrals will decrease 30%. Staff will engage in all-staff Restorative Practice and De-Escalation training to gain better understanding of the social/emotional component with middle school students. From 21-22 to 23-24, the percent of students of color who care about their school (true/very) will increase by 20%. From 21-22 to 23-24, we will elevate student voice through the building and developing of student leadership groups to have a shared decision-making model that accounts for student perspectives.

    Describe the research/evidence base supporting the strategy:

    		Restorative Justice and restorative practices are a proven approach/strategy to increase ownership and student understanding of impact. Including student voice and perspective in decision-making empowers students and creates ownership and pride within culture of a school. We have seen reductions in our referral numbers due to training in de-escalation techniques for staff and students. Reduced referrals leads to more time in class and better connections to school for students. Which leads to higher student achievement.

    Strategy Category:

    		School or District Climate and Culture

    Associated Root Causes:

    Literacy Intervention and MTSS Planning: Prior to 24-25 we did not have a formal structure to provide Literacy Intervention and support for students who need it.

    Professional Development: Teachers need ongoing support and training in Restorative Practices and how to incorporate them in the classroom.

    Restorative Practices: Continue to add to and refine the Restorative Practices available to staff and students.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Data review regarding student whole well-being Each quarter we will review the number of total referrals, disobediant/defiant referrals, and violent/aggressive referrals for each grade level. Likewise, we will review student attendance patterns focusing on unexcused absences and tardies. We will compare these with the referral rates for the 21-22 school year. 08/15/2022
    05/26/2023
    Quarterly     		Admin, counselors, Guiding Coalition, Staff In Progress

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU000003BnOg
    		08/12/2024
    05/22/2026     		Coaches
    a05PU000003BnOh
    		08/12/2024
    05/22/2026     		Equity team, all staff
    a05PU000003BnOi
    		08/12/2024
    05/22/2026     		Coaches, Admin
    a05PU000003BnOj
    		08/12/2024
    05/22/2026     		Admin
    a05PU000003BnOk
    		08/12/2024
    05/22/2026     		Counselors, Admin, Advisors
    a05PU000003BnOl
    		08/12/2024
    05/22/2026     		All staff and students
    a05PU000003BnOm
    		08/12/2024
    05/22/2026     		All staff
    a05PU000003BnOn
    		08/12/2024
    05/22/2026     		Selected teachers
    a05PU000003BnOo
    		08/12/2024
    05/22/2026     		Admin, Coaches, Sponsors
    > >

    Implementation of Literacy Plan and MTSS

    What will success look like:

    		Teachers will work in their collaborative teams review and analyze Fastbridge and other assessment data on a regular basis in order to be more proactive with intervention and extension work for students. Conversations will focus on cognitive engagement for students rather than behavior management. From fall of 2022 to spring of 2024, the percentage of students in the meets/low risk category of Fastbridge will increase by a total of 20% in both math and reading. This will be calculated by adding grade level gains from 2022-23 to gains from 2023-24.

    Describe the research/evidence base supporting the strategy:

    		Responsiveness to formative data leads to student achievement gains on summative assessments. Increasing student achievement in Literacy will lead to growth in all academic areas as well as lead to higher confidence and engagement in class.

    Strategy Category:

    		Targeted Student Academic Supports

    Associated Root Causes:

    Literacy Intervention and MTSS Planning: Prior to 24-25 we did not have a formal structure to provide Literacy Intervention and support for students who need it.

    Data Literacy for staff: Training for staff on how to access, read and use data to inform instruction.

    Professional Development: Teachers need ongoing support and training in Restorative Practices and how to incorporate them in the classroom.

    Limited Staffing: Due to limited staffing in GT prior to 24-25, fewer students were identified for and/or moved into GT from the talent pool.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Student growth in STAR reading, CMAS and Lexia At least quarterly, collaborative teams will review common assessment data to determine next steps in intervention or extension lessons. 08/15/2022
    05/26/2023
    Quarterly     		All certified staff In Progress
    Student growth in reading fluency Each quarter, staff will utilize Fastbridge reports to identify reading and/or math levels of students who may need intervention. This will inform groupings and support in all 4 core contents. 08/15/2022
    05/26/2023
    Quarterly     		Admin, Guiding Coalition, All certified staff In Progress

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Culturally Responsive Education Learning
    		Teachers will engage in ongoing professional learning regarding culturally responsive education. 08/12/2024
    12/13/2024     		Culturally Responsive Education- Dr. Stembridge Culturally Responsive Teaching and the Brain, Z. Hammond. All certified staff In Progress
    a05PU000003BhhR
    		08/12/2024
    05/22/2026     		Selected teachers and MTSS committee
    a05PU000003BhhS
    		08/12/2024
    05/22/2026     		Instructional Coaches
    a05PU000003BhhT
    		08/12/2024
    05/22/2026     		All certified staff
    a05PU000003BhhU
    		08/19/2024
    05/22/2026     		All certified staff
    a05PU000003BhhV
    		09/06/2024
    05/22/2026     		Principal, COSA, elective department
    > >

    Targeted Professional Learning

    Describe the research/evidence base supporting the strategy:

    		Our work with Restorative Practices has had a strong positive impact on our climate, discipline data and student achievement. Laredo staff has expressed a desire to learn more skills that will cognitively engage our students. Teachers at Laredo are asked to differentiate and co-teach in many different areas (Sped, ELS, GT) and need the tools to do so more effectively.

    Strategy Category:

    		Targeted Talent Development

    Associated Root Causes:

    Literacy Intervention and MTSS Planning: Prior to 24-25 we did not have a formal structure to provide Literacy Intervention and support for students who need it.

    Data Literacy for staff: Training for staff on how to access, read and use data to inform instruction.

    Professional Development: Teachers need ongoing support and training in Restorative Practices and how to incorporate them in the classroom.

    GT identification: Laredo's GT population is disproportionate with regards to race. White and Asian students are over represented as compared to Laredo's overall population.

    Limited Staffing: Due to limited staffing in GT prior to 24-25, fewer students were identified for and/or moved into GT from the talent pool.

    Restorative Practices: Continue to add to and refine the Restorative Practices available to staff and students.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Alignment in literacy focus among all contents

    		Admin, Guiding Coalition
    More identification of students of color as Gifted and Talented

    		Admin, GT coord

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU000003Boas
    		08/12/2024
    05/22/2026     		Grade level Admin, Restorative Coaches, all staff
    a05PU000003Boat
    		08/12/2024
    05/22/2026     		All staff
    a05PU000003Boau
    		08/12/2024
    05/22/2026     		Math department
    a05PU000003Boar
    		08/12/2024
    05/22/2026     		Coaches and all staff
    a05PU000003Boav
    		09/13/2024
    05/23/2025     		Coaches and social studies department

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : Academic Growth

    Performance Indicator:

    		 Academic Growth

    Measures / Metrics:

    		 R
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: From spring of 2025 to spring of 2026, the median growth percentile for each grade level will be 50% or higher.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Academic disproportionality

    Performance Indicator:

    		 Student Engagement

    Measures / Metrics:

    		 Supplemental Measure(s)
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Laredo's GT program (including student in talent pool) will have 45% or more students of color.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Student Behavior disproportionality

    Performance Indicator:

    		 Student Behavior

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: We will close the disproportionality gap for Black and Hispanic students by 1/2 (1.5% or less gap for Hispanic students and 2.5% or less gap for Black students)
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

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