Colorado's Unified Improvement Plan for Schools

Infinity 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
  • Literacy Growth & Achievement
    		•
  • Uniform Literacy Comprehension
    		•
  • Disciplinary LIteracy
    		•
  • Growth in Math
    		•
  • New Curriculum Implementation & Onboarding
    		•
  • Continued Implementation Support
    		•
  • Reducing Dispoportionality
    		•
  • Racial Consciousness, Cultural Humility, and CRE
    		•
  • Equitable Systems & Structures
    		•


    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


    Infinity Middle School is the newest middle school within the Cherry Creek School District (opened in the 2018-19 school year). The school has grown to over 1,000 students (6th-328; 7th-360; 8th-333) for the 2024-25 school year and is located on the far East side of the district. Student Data (as of 8/29/24): Female-506; Male-515 Demographics: American Indian or Alaskan Native: 1 Asian: 93 Black or African American: 101 Hispanic: 184 White: 517 Multiple Races: 125 Native Hawaiian/Pacific Islander: 0 This year, Infinity Middle School is focused on our PLC culture and Collaborative Team (CT) cycles, using data to drive instruction and support. We are also refining our grading practices to increase communication with students and parents, and better capture where students are in the learning process.

    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

    As Infinity Middle School and sub-populations have grown, our disproportionality in both achievement and growth has increased. In previous years, our school did not have enough ML and Special Education students to acquire a rating. With our growth, our ratings are either ''approaching'' or ''does not meet.'' We would also like to work on reducing the disproportionality between our students, who are identified as being eligible for ''free and reduced lunch'' vs. those not eligible. See above for additional clarification.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Literacy Growth & Achievement

    Area of Focus: English/Language Arts growth


    Root Cause: Uniform Literacy Comprehension

    In year 2 of the Cherry Creek Literacy Plan, we are focusing on defining grade-level-appropriate literacy tasks for all students. In previous years, there has been a lack of clarity on what grade-level reading, writing, and overall literacy actually look like in each classroom.

    Root Cause Category: Data Analysis


    Priority Performance Challenge:  Growth in Math

    Area of Focus: Math growth


    Root Cause: New Curriculum Implementation & Onboarding

    Last year, our Math teachers began a curricular switch, which was a significant undertaking in terms of developing scope, sequence, and understanding for both teachers and students.


    Priority Performance Challenge:  Reducing Dispoportionality

    Area of Focus: Equitable Practices


    Root Cause: Racial Consciousness, Cultural Humility, and CRE

    As our student population has become more diverse, our teachers need additional skills and professional development opportunities to deepen their pedagogical practices to meet the needs of diverse learners in their classrooms. This includes understanding the impact of their own race on their thinking and teaching practices, as well as understanding how students bring different perspectives and experiences into the classroom.

    Root Cause Category: Equity

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Disciplinary LIteracy

    Describe the research/evidence base supporting the strategy:

    		Jon Hattie's research indicates that teacher efficacy is the number one indicator of student growth, year after year. We aim to develop collective efficacy around universal literacy instruction so that literacy is a part of our culture across all content areas.

    Strategy Category:

    		Research-based Instructional Practices

    Associated Root Causes:

    Uniform Literacy Comprehension: In year 2 of the Cherry Creek Literacy Plan, we are focusing on defining grade-level-appropriate literacy tasks for all students. In previous years, there has been a lack of clarity on what grade-level reading, writing, and overall literacy actually look like in each classroom.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Growth in IMS Language Arts CMAS Scores - Growth & Achievement

    		IMS Administrative Team
    Growth in IMS STAR Reading Data Growth

    		IMS Administrative Team

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU0000034Ulm
    		08/12/2024
    05/23/2025     		Admin/Teachers
    a05PU0000034Uln
    		08/12/2024
    05/23/2025     		Grade Level Teams
    a05PU0000034Ull
    		08/12/2024
    05/23/2025     		Instructional Leadership
    > >

    Continued Implementation Support

    Describe the research/evidence base supporting the strategy:

    		OUR is an empirically researched, equitable curriculum that allows all students to learn math procedurally and conceptually. This promotes greater retention and understanding instead of simply being able to solve an equation to get a correct answer. In addition, the workshop model creates more engagement for students as they are responsible for their classroom participation. Additionally, flexible grouping and teaching allows students more time with teachers and content.

    Strategy Category:

    		Curriculum and Content

    Associated Root Causes:

    New Curriculum Implementation & Onboarding: Last year, our Math teachers began a curricular switch, which was a significant undertaking in terms of developing scope, sequence, and understanding for both teachers and students.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Continued growth in Math Achievement and Growth

    		IMS Admin Team

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU0000034g29
    		08/12/2024
    05/23/2025     		IMS Admin
    a05PU0000034g2B
    		08/12/2024
    05/23/2025     		Admin/Teachers
    a05PU0000034g2A
    		08/12/2024
    05/23/2025     		Grade-Level Leadership
    > >

    Equitable Systems & Structures

    Describe the research/evidence base supporting the strategy:

    		Evidence suggests that a consistent PLC culture focused on student learning creates higher learning outcomes for all students. In addition, grading students on standards and mastery of learning decreases negative grades for compliance and focuses on the learning and growth process. UDL compliments our PLC process by creating learning activities that engage and create entry points for all levels of learners. Lastly, as educators become more aware of their racial consciousness through an equity lens, they can better meet the needs of diverse learners through culturally responsive teaching strategies.

    Strategy Category:

    		Equitable Instructional Practices

    Associated Root Causes:

    Racial Consciousness, Cultural Humility, and CRE: As our student population has become more diverse, our teachers need additional skills and professional development opportunities to deepen their pedagogical practices to meet the needs of diverse learners in their classrooms. This includes understanding the impact of their own race on their thinking and teaching practices, as well as understanding how students bring different perspectives and experiences into the classroom.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Reduced Disproportionality in Data (CMAS, Grades)

    		IMS Admin

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU0000034ggV

    		IMS Admin, Equity Site Team, Whole Staff
    a05PU0000034ggT
    		08/12/2024
    05/23/2025     		IMS Admin
    a05PU0000034ggU
    		08/12/2024
    05/23/2025     		Schoolwide

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : Literacy Growth & Achievement

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Achievement: Move students with disabilities from Does Not Meet to Approaching. Growth: Move All students from Approaching to Meets,and work on moving sub-populations from Approaching to Meets.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Growth in Math

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Our goal is to have our collective MGP over 50 in Math Growth.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Reducing Dispoportionality

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Our goal is to have our collective MGP over 50 in Math and ELA Growth for all sub-populations.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Attachments List

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