Colorado's Unified Improvement Plan for Schools

Rocky Mountain Prep: Fletcher 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
  • ELA Achievement
    		•
  • Ineffective system to support lesson internalization
  • Lack of Tier 2 Intervention
    		•
  • Develop consistent and clear processes around lesson internalization
  • Tier 2 Intervention
    		•
  • Math Achievement
    		•
  • Ineffective system to support lesson internalization
  • Lack of Tier 2 Intervention
    		•
  • Develop consistent and clear processes around lesson internalization
  • Tier 2 Intervention
    		•


    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


    Rocky Mountain Prep Fletcher is an inclusive public charter school serving families in the Aurora-metro area. Our mission is to empower every student to reach their full potential through a rigorous, loving, transformative academic experience, preparing them to excel in college, career, and life. We serve approximately 630 students in K-5, 50 students in ECE, and 25 students through our Autism Center Program. Our MLL population is 51%, our SPED population is 19%, and our FRL population is 86%. Our school website is https://rockymountainprep.org/schools/fletcher/. RMP Fletcher intentionally builds a culture designed to prepare students for long-term success in college and beyond. Our PEAK values define the culture that we cherish, cultivate, and grow at RMP Fletcher – for students and staff alike. *Perseverance: We work hard in the face of challenges *Excellence: We try our best on everything we do *Adventure: We have the confidence to explore, try new ideas, and take risks *Kindness: We treat ourselves and others with love and respect We know potential is everywhere, but opportunity is not. By fostering a culture of love and respect, unwavering belief in all children, and dedication to academic excellence, we endeavor to create a future where every student achieves and succeeds.

    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

    Over the past three years, ELA proficiency among students at RMP Fletcher has shown uneven progress. For 3rd graders, proficiency increased slightly from 25% in 2022 to 29% in 2023 but remained stagnant at 29% in 2024. 4th graders saw a decline from 22% in 2022 to 18% in 2023, with a modest increase to 25% in 2024. 5th graders initially improved from 25% in 2022 to 31% in 2023 but dropped significantly to 19% in 2024.


    Given this data, prioritizing ELA achievement is crucial for RMP Fletcher. The inconsistency in proficiency rates, especially the sharp drop for 5th graders in 2024, indicates that students are struggling to maintain or improve their ELA skills. By focusing on ELA as a performance priority, the school can address these gaps, implement targeted interventions, and work towards stabilizing and improving student proficiency levels across all grades. Enhanced ELA achievement will not only support better reading and writing skills but also contribute to overall academic success and readiness for future academic challenges.


    The data reveals notable trends in Math proficiency at RMP Fletcher over the past three years. For 3rd graders, proficiency slightly declined from 23% in 2022 to 22% in 2023, but improved significantly to 28% in 2024. 4th graders demonstrated a significant increase, rising from 10% in 2022 to 20% in both 2023 and 2024. Meanwhile, 5th graders improved from 16% in 2022 to 24% in 2023, with a slight decrease to 23% in 2024.


    These improvements, especially among 3rd and 4th graders, suggest that focusing on Math could lead to substantial benefits. The consistent gains for 4th graders and the rebound for 3rd graders highlight an upward trend that could be further enhanced with targeted support. By prioritizing Math achievement, RMP Fletcher can capitalize on these positive trends, address areas needing improvement, and boost overall student performance in this essential subject. Emphasizing Math will better prepare students for future educational challenges and enhance their problem-solving and analytical skills.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  ELA Achievement

    Area of Focus: English/Language Arts achievement


    Root Cause: Ineffective system to support lesson internalization

    The root cause of ineffective systems to support instructional planning at RMP Fletcher likely stems from a lack of structured, consistent processes for lesson development and data utilization. Without clear guidelines and effective tools for planning, teachers may struggle to align instruction with student needs and curriculum goals. Additionally, insufficient professional development and support for using these systems can further hinder effective planning and execution.

    Root Cause Category: Teacher Development

    Root Cause: Lack of Tier 2 Intervention

    Our schedule did not have built-in time across grade-levels for an intervention block to provide additional supports and instructional time for students in Tier 2. The existing ELA curriculum was designed to incorporate Tier 2 support or may lack flexibility to address varying levels of student need. This resulted in a failure to provide differentiated instruction for students who require additional help.

    Root Cause Category: Curriculum


    Priority Performance Challenge:  Math Achievement

    Area of Focus: Math achievement


    Root Cause: Ineffective system to support lesson internalization

    The root cause of ineffective systems to support instructional planning at RMP Fletcher likely stems from a lack of structured, consistent processes for lesson development and data utilization. Without clear guidelines and effective tools for planning, teachers may struggle to align instruction with student needs and curriculum goals. Additionally, insufficient professional development and support for using these systems can further hinder effective planning and execution.

    Root Cause Category: Teacher Development

    Root Cause: Lack of Tier 2 Intervention

    Our schedule did not have built-in time across grade-levels for an intervention block to provide additional supports and instructional time for students in Tier 2. The existing ELA curriculum was designed to incorporate Tier 2 support or may lack flexibility to address varying levels of student need. This resulted in a failure to provide differentiated instruction for students who require additional help.

    Root Cause Category: Curriculum

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Develop consistent and clear processes around lesson internalization

    Describe the research/evidence base supporting the strategy:

    		Hattie’s Meta-Analysis: John Hattie's research emphasizes that teacher clarity and effective instruction have a significant impact on student learning. Lesson internalization contributes to teacher clarity by ensuring that educators thoroughly understand and can effectively communicate the lesson content.

    Strategy Category:

    		Instructional Leadership

    Associated Root Causes:

    Ineffective system to support lesson internalization: The root cause of ineffective systems to support instructional planning at RMP Fletcher likely stems from a lack of structured, consistent processes for lesson development and data utilization. Without clear guidelines and effective tools for planning, teachers may struggle to align instruction with student needs and curriculum goals. Additionally, insufficient professional development and support for using these systems can further hinder effective planning and execution.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    100% of teachers implement consistent weekly lesson internalization

    		Principal and Assistant Principals of Instruction

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Coaches will provide weekly individualized feedback to teachers.
    		08/07/2024
    05/23/2025     		Principal and Assistant Principals of Instruction
    > >

    Tier 2 Intervention

    Describe the research/evidence base supporting the strategy:

    		Research on MTSS, including findings from the Institute of Education Sciences (IES), suggests that a well-implemented MTSS framework that includes effective Tier 2 interventions leads to improved student outcomes. Schools that have implemented structured MTSS, including Tier 2, show gains in student reading proficiency and overall academic performance.

    Strategy Category:

    		Targeted Student Academic Supports

    Associated Root Causes:

    Lack of Tier 2 Intervention: Our schedule did not have built-in time across grade-levels for an intervention block to provide additional supports and instructional time for students in Tier 2. The existing ELA curriculum was designed to incorporate Tier 2 support or may lack flexibility to address varying levels of student need. This resulted in a failure to provide differentiated instruction for students who require additional help.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    100% of gen-ed homerooms hold tier 2 intervention blocks 4 days a week

    		Principal and Assistant Principals of Instruction

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Coaches will support teachers in creating and implementing tier 2 small groups
    		08/07/2024
    05/23/2025     		Principal and Assistant Principals of Instruction

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : ELA Achievement

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: 35% Met or Exceeded Expectations on SY24-25 CMAS
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Math Achievement

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: 35% Met or Exceeded Expectations on SY25-26 CMAS
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

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