Colorado's Unified Improvement Plan for Schools

Columbia 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
  • Math Achievement and Growth
    		•
  • Inconsistent collaborative structures within PLCs-Math
  • Lack of coherent math curriculum
    		•
  • PLC Refinement-Data
  • Differentiated Coaching
    		•
  • ELA Achievement and Growth
    		•
  • Lack of understanding of newly implemented curriculum
  • Lack of structured data analysis protocol
    		•
  • PLC Refinement-Data
  • Differentiated Coaching
    		•


    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


    Columbia is a diverse middle school within Aurora Public Schools. The ethnic make-up of the student body includes 48.7% Hispanic, 22.8% White, 16% Black. 15.5% receive Special Education services and 66.9%qualify for free or reduced lunch. Columbia received a Turnaround rating in 2023 on the CDE school performance framework. With approximately 676 students enrolled, Columbia boasts a strong performing arts program where nearly half the students are enrolled in instrumental or vocal music and/or theater. Student performance is at the heart of their learning. Columbia also has a strong STEM program that actively engages students in a rigorous, problem-based curriculum. The instructional focus for 23-24 was Columbia focuses on developing expert learners through quality Tier 1 instruction, MTSS, Professional Learning Communities (PLC), and our Data-Driven Instructional (DDI) focus. Columbia has struggled to implement MTSS building-wide consistently due to a lack of a consistent structure. Columbia has a strong Culture of Care team comprising teachers, counselors, administration, and support staff that emphasize (Perseverance, Respect, Integrity, Dedication, and Engagement). Students are recognized with PRIDE tickets throughout the day for demonstrating these characteristics. Students are recognized by staff with PRIDE tickets daily and at quarterly assemblies for achievement and growth. The 23-24 school year was the principal's first full year as the building leader after stepping into the position in January 2023. A new assistant principal was hired and we transitioned to 3 deans for 23-24. The school instructional leadership team contributed to the development of the UIP.

    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

    Math performance on CMAS in academic growth (43rd percentile-2023, 41st percentile-2022) and achievement (712 scale score-2023, 714 scale score-2022 ) have remained relatively stable. However, even with the gains and losses, Columbia remains significantly below state expectations. Our students with IEPs and MLLs continue to lag behind their peers by a significant amount (692 scale score-2023) thus widening the achievement gap. We see this same trend in our iReady data where students with IEPs and MLLs make less growth and fewer are on grade level than their non-IEP, native English speaking peers.


    ELA performance on CMAS in academic growth dropped significantly from 2022 (48th percentile) to 2023 (34th percentile). With the exception of 7th grade growth (54th percentile) all other sub-groups dropped by 11 to 30.5 points. In previous years Columbia had been approaching ELA growth on the SPF. This year Columbia dropped on the SPF to Did Not Meet. This is an extremely concerning trend due to the double-digit drop in ELA growth. Much like with math, our most highly impacted sub-group is students with IEPs and MLLs. They had an MGP of only 27 as compared to their non-IEP peers at 35.5MGP.


    We see our exiting 8th graders as performing higher overall in both Math and ELA in comparison to our 6th and 7th graders.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Math Achievement and Growth

    Area of Focus: Math achievement


    Root Cause: Inconsistent collaborative structures within PLCs-Math

    At the beginning of 23-24 school year, we had four new math teachers start at Columbia. We had only three returning teachers, one had only been a teacher of record since January 2023 and the other two were a new grade-level team working together. Only one of the seven math teachers was teaching the same grade/content as the previous year. The AP who supported math was also new to the building and had to develop relationships and re-norm with the team.

    Root Cause Category: Teacher Development

    Root Cause: Lack of coherent math curriculum

    The current math resource, adopted by the district in Fall of 2020, is not widely used in the district with fidelity including at Columbia. In 22-23 teachers were directed to use problems from the resource to ensure grade-level rigor, but not required to use the resource as it was intended. In 23-24, Teachers are planning in grade-level groups with the resource and district planning and pacing guide, but there was not consistency in using best instructional practices or selecting the appropriate task for students to grapple with, which resulted in students not achieving the intended learning outcomes aligned to the standards.

    Root Cause Category: Curriculum


    Priority Performance Challenge:  ELA Achievement and Growth

    Area of Focus: English/Language Arts achievement


    Root Cause: Lack of understanding of newly implemented curriculum

    A new ELA curriculum was adopted in 23-24. This curriculum moved away from traditional ELA instruction using primarily novels, to a themed curriculum that incorporated multiple comparative texts students had to analyze before an extended writing project. It also included "Close Reads" where students read the texts three times to extend their understanding.

    Root Cause Category: Curriculum

    Root Cause: Lack of structured data analysis protocol

    Due to the new curriculum and lack of structures within PLCs, consistent student work analysis did not occur. Therefore, we were not responsive to student needs.

    Root Cause Category: Data Analysis

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    PLC Refinement-Data

    Describe the research/evidence base supporting the strategy:

    		Based on PLC observations and TLCC data, it was discovered that teachers do not value PLC time and student work data analysis is not occurring consistently to inform instruction; therefore, we are not adjusting instruction to meet student needs. Our findings indicate a need for an outlined calendar for data analysis and consistent data analysis protocol. Currently, we do not have a data analysis protocol that is consistently used across classrooms and we have been haphazard in terms of which assessments we’re looking at when we’re looking at them, and how they are informing instruction. Due to a lack of structure and accountability, teachers do not understand the value of PLCs and are not using a data-protocol to analyze student work. If we are successful in addressing the priority of PLC Refinement then teachers will see the value in PLCs, increase collaboration and use of data driven instruction as indicated on the PLC rubric.

    Strategy Category:

    		Data Analysis & Reflection Practices

    Associated Root Causes:

    Inconsistent collaborative structures within PLCs-Math: At the beginning of 23-24 school year, we had four new math teachers start at Columbia. We had only three returning teachers, one had only been a teacher of record since January 2023 and the other two were a new grade-level team working together. Only one of the seven math teachers was teaching the same grade/content as the previous year. The AP who supported math was also new to the building and had to develop relationships and re-norm with the team.

    Lack of coherent math curriculum: The current math resource, adopted by the district in Fall of 2020, is not widely used in the district with fidelity including at Columbia. In 22-23 teachers were directed to use problems from the resource to ensure grade-level rigor, but not required to use the resource as it was intended. In 23-24, Teachers are planning in grade-level groups with the resource and district planning and pacing guide, but there was not consistency in using best instructional practices or selecting the appropriate task for students to grapple with, which resulted in students not achieving the intended learning outcomes aligned to the standards.

    Lack of understanding of newly implemented curriculum: A new ELA curriculum was adopted in 23-24. This curriculum moved away from traditional ELA instruction using primarily novels, to a themed curriculum that incorporated multiple comparative texts students had to analyze before an extended writing project. It also included "Close Reads" where students read the texts three times to extend their understanding.

    Lack of structured data analysis protocol: Due to the new curriculum and lack of structures within PLCs, consistent student work analysis did not occur. Therefore, we were not responsive to student needs.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Increase collaboration and use of data driven instruction

    		Admin, ILT

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    > >

    Differentiated Coaching

    Describe the research/evidence base supporting the strategy:

    		Based on our discourse monitoring data, it was discovered that instructional practices were not changing overall to support academic growth and achievement Therefore our teachers need more consistent feedback on instructional practices. Our current coaching structures primarily supports new or struggling teachers. Consequently, many teachers within the building are not pushed in their professional growth, our instructional practices aren’t changing, and student academic performance is not improving in the way it needs to be. Our findings indicate a need for building-wide differentiated coaching for all teachers.TLCC survey data also indicated teachers want differentiated professional learning. Individualized coaching will provide more regular feedback to teachers on the specific practices they are targeting during their professional learning.

    Strategy Category:

    		Continuous Improvement

    Associated Root Causes:

    Lack of coherent math curriculum: The current math resource, adopted by the district in Fall of 2020, is not widely used in the district with fidelity including at Columbia. In 22-23 teachers were directed to use problems from the resource to ensure grade-level rigor, but not required to use the resource as it was intended. In 23-24, Teachers are planning in grade-level groups with the resource and district planning and pacing guide, but there was not consistency in using best instructional practices or selecting the appropriate task for students to grapple with, which resulted in students not achieving the intended learning outcomes aligned to the standards.

    Lack of understanding of newly implemented curriculum: A new ELA curriculum was adopted in 23-24. This curriculum moved away from traditional ELA instruction using primarily novels, to a themed curriculum that incorporated multiple comparative texts students had to analyze before an extended writing project. It also included "Close Reads" where students read the texts three times to extend their understanding.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Quarterly coaching with specific actionable feedback

    		Admin, ILT

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : Math Achievement and Growth

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: CMAS Math Meet/Exceed Target: 18%. iReady Target: 28% of students will be in Tier 1 by May 2025 iReady assessment.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: 60% of students met their annual growth on the May 2026 iReady assessment, 35% of students met their stretch growth on the May 2026 iReady assessment.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : ELA Achievement and Growth

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: CMAS ELS Meets/Exceeds: 30%. iReady: 37% of students will be in Tier 1 by May 2025 iReady assessment
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: 65% of students met their annual growth on the May 2025 iReady assessment, 38% reach their stretch growth on the May 2026 iReady
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

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