Colorado's Unified Improvement Plan for Schools

Goddard 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
  • Increase Growth in ELA
    		•
  • Putting Instructional Theory into Practice
    		•
  • Consistent Implementation of Professional Learning Communities
  • Evidence Based Tier 1 and Tier 2 Practices
  • Comprehensive Approach to Social/Emotional Learning and Wellness
    		•
  • Increase Growth in Math
    		•
  • Putting Instructional Theory into Practice
    		•
  • Consistent Implementation of Professional Learning Communities
  • Evidence Based Tier 1 and Tier 2 Practices
  • Comprehensive Approach to Social/Emotional Learning and Wellness
    		•
  • Increase a Sense of Belonging
    		•
  • Need to build staff capacity to meet continuous changing demographics
    		•
  • Consistent Implementation of Professional Learning Communities
  • Evidence Based Tier 1 and Tier 2 Practices
  • Comprehensive Approach to Social/Emotional Learning and Wellness
    		•


    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


    Goddard Middle School is in Littleton Public Schools. We are a 6-8th grade school with 540 students from diverse backgrounds. We offer comprehensive educational programming that includes core offerings in general education, gifted and talented, special education, English language development. We also offer exploratory electives for all students that include physical education, art, drama, Spanish, choir, STEM, band and orchestra.

    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

    ELA Reading Growth

    Our most recent 2024 Spring iReady data shows that overall 57% of our students achieved typical growth or higher. The growth of our subgroups is as follows: English Learners - 47%; Students with an IEP - 49%


    ELA Reading/Writing Combined Growth

    Our most recent 2024 CMAS data shows overall our median growth percentile is 56. The growth of our student groups is as follows: English Learners is 42; Minority Students is 46.5; Students with an IEP is 48.


    Math Growth

    Our most recent 2024 Spring iReady data shows that overall 56% of our students achieved typical growth or higher. Our most recent 2024 CMAS data shows overall our median growth percentile is 56. The growth of our student groups is as follows: English Learners – 37% iReady and 55.5 MGP on CMAS; Students on an IEP – 46.5% iReady and 43.5 MGP on CMAS.                    


    Social/Emotional

    Our most recent 2023 CSWI (School Climate, Safety & Wellness Inventory) data shows that 36% of our surveyed students feel like they have been treated differently at school because of their race.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Increase Growth in ELA

    Area of Focus: English/Language Arts growth


    Root Cause: Putting Instructional Theory into Practice

    Our student population has decreased over the last 4 years which has resulted in fewer sections of classes in each grade level and the needs and numbers of our students with needs have increased in all student groups. This has resulted in the need to differentiate differently and for multiple levels/kinds of learning. For example; we have sections that have students with needs in GT, different levels of ELL, general education, 504's and all 3 special education programs. Many of these levels come with providers which requires collaboration to plan and sustainably embed them into instruction.

    Root Cause Category: Instruction


    Priority Performance Challenge:  Increase Growth in Math

    Area of Focus: Math growth


    Root Cause: Putting Instructional Theory into Practice

    Our student population has decreased over the last 4 years which has resulted in fewer sections of classes in each grade level and the needs and numbers of our students with needs have increased in all student groups. This has resulted in the need to differentiate differently and for multiple levels/kinds of learning. For example; we have sections that have students with needs in GT, different levels of ELL, general education, 504's and all 3 special education programs. Many of these levels come with providers which requires collaboration to plan and sustainably embed them into instruction.

    Root Cause Category: Instruction


    Priority Performance Challenge:  Increase a Sense of Belonging

    Area of Focus: Social-Emotional/Trauma-Informed


    Root Cause: Need to build staff capacity to meet continuous changing demographics

    Need to diversify student engagement, need to increase trauma informed strategies, need to build capacity around culturally responsive education, need to approach community differently to increase family engagement.

    Root Cause Category: Social-Emotional/Trauma-Informed

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Consistent Implementation of Professional Learning Communities

    Describe the research/evidence base supporting the strategy:

    		These are Research Based Best Practices chosen by internal teacher leaders. Research indicates that professional learning communities (PLCs) in schools foster collaborative environments that enhance teacher effectiveness and student achievement. A study by Vescio, Ross, and Adams (2008) found that PLCs promote collective inquiry and shared practices, leading to improved instructional strategies and higher student performance. Furthermore, a meta-analysis by Louis and Marks (1998) highlights that schools with strong PLCs experience increased teacher commitment and better student outcomes. John Hattie's research on effect sizes underscores the significance of evidence-based instructional strategies in promoting student learning. Hattie (2009) identifies practices such as feedback (effect size of 0.73) and formative assessment (effect size of 0.90) as highly effective, illustrating that these strategies can significantly enhance educational outcomes. His synthesis of over 800 meta-analyses provides a robust framework for educators to prioritize impactful teaching methods (Hattie, 2012).

    Strategy Category:

    		Data Analysis & Reflection Practices

    Associated Root Causes:

    Putting Instructional Theory into Practice: Our student population has decreased over the last 4 years which has resulted in fewer sections of classes in each grade level and the needs and numbers of our students with needs have increased in all student groups. This has resulted in the need to differentiate differently and for multiple levels/kinds of learning. For example; we have sections that have students with needs in GT, different levels of ELL, general education, 504's and all 3 special education programs. Many of these levels come with providers which requires collaboration to plan and sustainably embed them into instruction.

    Need to build staff capacity to meet continuous changing demographics: Need to diversify student engagement, need to increase trauma informed strategies, need to build capacity around culturally responsive education, need to approach community differently to increase family engagement.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Teachers answering all 4 PLC questions & implementing instructional strategies

    		Administration team and instructional coach

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU000003QAA5
    		08/09/2024
    05/23/2025     		All teachers and admin
    a05PU000003QAA6
    		08/09/2024
    05/23/2025     		All teachers and admin
    > >

    Evidence Based Tier 1 and Tier 2 Practices

    Describe the research/evidence base supporting the strategy:

    		These are Research Based Best Practices chosen by internal teacher leaders. Research indicates that professional learning communities (PLCs) in schools foster collaborative environments that enhance teacher effectiveness and student achievement. A study by Vescio, Ross, and Adams (2008) found that PLCs promote collective inquiry and shared practices, leading to improved instructional strategies and higher student performance. Furthermore, a meta-analysis by Louis and Marks (1998) highlights that schools with strong PLCs experience increased teacher commitment and better student outcomes. John Hattie's research on effect sizes underscores the significance of evidence-based instructional strategies in promoting student learning. Hattie (2009) identifies practices such as feedback (effect size of 0.73) and formative assessment (effect size of 0.90) as highly effective, illustrating that these strategies can significantly enhance educational outcomes. His synthesis of over 800 meta-analyses provides a robust framework for educators to prioritize impactful teaching methods (Hattie, 2012).

    Strategy Category:

    		Research-based Instructional Practices

    Associated Root Causes:

    Putting Instructional Theory into Practice: Our student population has decreased over the last 4 years which has resulted in fewer sections of classes in each grade level and the needs and numbers of our students with needs have increased in all student groups. This has resulted in the need to differentiate differently and for multiple levels/kinds of learning. For example; we have sections that have students with needs in GT, different levels of ELL, general education, 504's and all 3 special education programs. Many of these levels come with providers which requires collaboration to plan and sustainably embed them into instruction.

    Need to build staff capacity to meet continuous changing demographics: Need to diversify student engagement, need to increase trauma informed strategies, need to build capacity around culturally responsive education, need to approach community differently to increase family engagement.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Instructional approach plans for Math, Science, Language Arts, and Electives

    		Dept Chair/Admin

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU000003A0Re
    		08/14/2024
    05/23/2025     		Instructional Coach
    a05PU000003QEtd
    		09/18/2024
    05/23/2025     		Admin and Instructional Coach
    > >

    Comprehensive Approach to Social/Emotional Learning and Wellness

    Describe the research/evidence base supporting the strategy:

    		These are Research Based Best Practices chosen by internal teacher leaders.Research indicates that professional learning communities (PLCs) in schools foster collaborative environments that enhance teacher effectiveness and student achievement. A study by Vescio, Ross, and Adams (2008) found that PLCs promote collective inquiry and shared practices, leading to improved instructional strategies and higher student performance. Furthermore, a meta-analysis by Louis and Marks (1998) highlights that schools with strong PLCs experience increased teacher commitment and better student outcomes. John Hattie's research on effect sizes underscores the significance of evidence-based instructional strategies in promoting student learning. Hattie (2009) identifies practices such as feedback (effect size of 0.73) and formative assessment (effect size of 0.90) as highly effective, illustrating that these strategies can significantly enhance educational outcomes. His synthesis of over 800 meta-analyses provides a robust framework for educators to prioritize impactful teaching methods (Hattie, 2012).

    Strategy Category:

    		Social Emotional Learning Supports

    Associated Root Causes:

    Putting Instructional Theory into Practice: Our student population has decreased over the last 4 years which has resulted in fewer sections of classes in each grade level and the needs and numbers of our students with needs have increased in all student groups. This has resulted in the need to differentiate differently and for multiple levels/kinds of learning. For example; we have sections that have students with needs in GT, different levels of ELL, general education, 504's and all 3 special education programs. Many of these levels come with providers which requires collaboration to plan and sustainably embed them into instruction.

    Need to build staff capacity to meet continuous changing demographics: Need to diversify student engagement, need to increase trauma informed strategies, need to build capacity around culturally responsive education, need to approach community differently to increase family engagement.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Greater level of safety and security

    		All

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU000003QEte
    		08/14/2024
    05/23/2025     		Admin and Instructional Coach

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : Increase Growth in ELA

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: On the 2024-2025 CMAS ELA assessment, students will maintain or exceed a Median Growth Percentile of 56.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Increase Growth in Math

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: On the 2024-2025 CMAS Math assessment, students will demonstrate a Median Growth Percentile of 60.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Increase a Sense of Belonging

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: On the Fall 2024 Climate, Safety, and Wellness Inventory, 80% or more of students will respond favorably to feeling a sense of belonging.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Attachments List

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