Colorado's Unified Improvement Plan for Schools

St. Vrain Virtual High 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
  • Dropout Rate
    		•
  • Inconsistent monitoring of student progress
  • Student Engagement--Course Work
  • Low Course Completion
  • Culture of low expectations
  • Student Engagement--Relationships
    		•
  • Leadership Team to Collect and Analyze Data
  • Increase academic intervention for achievement and growth
  • Increase Mentoring Consistency
  • Increase Math Course Completion Rates
    		•
  • Graduation and Completion Rate
    		•
  • Ineffective communication and outreach
  • Inconsistent monitoring of student progress
  • Low Course Completion
  • Insufficient accountability
    		•
  • Leadership Team to Collect and Analyze Data
  • Increase academic intervention for achievement and growth
  • Increase Mentoring Consistency
  • Increase Math Course Completion Rates
    		•
  • Math Growth
    		•
  • Inconsistent monitoring of student progress
  • Lack of personalized support
  • Low Course Completion
  • Culture of low expectations
    		•
  • Leadership Team to Collect and Analyze Data
  • Increase academic intervention for achievement and growth
  • Increase Mentoring Consistency
  • Increase Math Course Completion Rates
    		•


    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


    St. Vrain Virtual High School (SVVHS) is St. Vrain Valley School's blended learning high school (grades 9-12).  The school is designed as an educational opportunity for a diverse population of students who need or prefer the flexibility and convenience of asynchronous online education.  A majority of the students are looking for an opportunity to find success when they have not been able to do so in a traditional high school setting. SVVHS provides a unique online experience that requires students to be onsite daily to connect with mentors, receive academic support from Education Specialists, and interact with teachers and peers.

    In the spring of 2023, St. Vrain Virtual High School submitted an application to be approved as an Alternative Education Campus (AEC) as the school met the 90.0% threshold by combining the number of enrolled students that have an IEP and the number of enrolled students that meet the definition of a High Risk Student as defined by the Colorado Department of Education.  The application was approved and SVVHS is considered an Alternative Education Campus.  The measures selected were used to calculate the school performance framework results as an AEC.  

    Florida Virtual Global School (FLVS Global School) provides both the high-quality instruction and curriculum for SVVHS.  The curriculum meets not only Colorado Academic Standards but also the original iNACOL National Teaching and Learning Standards for Quality Online Programs.  Further, the core curriculum is approved by the NCAA.  Students may take advantage of either regular or honors course work in all core area curricula (English, Mathematics, Science, and Social Studies).  Fifteen advanced placement courses are offered and are approved by the Advanced Placement College Board.  Although the majority of the FLVS Global School teachers do not reside in the state of Colorado, the teachers hold certification in the state of Colorado and communicate regularly with SVVHS staff, students, and parents/guardians regarding all phases of instruction. 

    During a typical school year, the onsite facility is available Monday-Thursday for all students from 7:45 a.m. - 2:30 p.m. and 7:45-1:30 on Fridays.  Students are able to come in during a time frame that works with their personal schedule.  The students that are healthy and in town are expected to be onsite long enough to complete four assignments daily, but are able to stay and complete additional assignments as desired.   Students appreciate the onsite facility, citing fewer distractions and the academic support/mentoring available as the main reasons.  If students are fighting an illness or are traveling for sports/work, they are not required to come in on a daily basis but are required to check in with their mentors on a weekly basis.  This weekly interaction is utilized to provide additional assistance with coursework, structured intervention, and to facilitate FLVS Global School teacher interaction.  Additionally, students enrolled in math, science, social studies and language arts courses participate in blended learning opportunities with SVVHS's onsite certified mathematics, science, and language arts education specialists.  All freshmen, sophomores and juniors are expected to take a test Prep Class, also provided in a blended learning environment.  Additionally, all students meet weekly with their peers for Grade Level Meetings and attend a class called CommUNITY of Strength, which is a social emotional learning opportunity incorporating CASEL standards, Sources of Strength and 7 Mindsets curriculum.


    UIP Development Process
    In early August, the SVVHS certified staff begin the process by reviewing our prior year's data and comparing the data with the previous year's data and looking at both the positive and negative trends with regard to student engagement around course completion and attendance.  After the initial meeting, the leadership team meets regularly considering data related to academic performance trends, post-secondary/workforce readiness trends, including graduation and dropout rates as the numbers became available.  Results of the data review including historical information around academic achievement, academic growth, attendance, truancy, course completion, and workforce readiness are shared with stakeholders at our Parent Engagement Events.  The principal and leadership team also meets with the District Assessment and Curriculum team, as needed, for additional support and guidance in the development of the UIP. The Assistant Superintendent also works closely with the Principal to address and provide suggestions for improvement.  

    It is important to note that because our student population is very small, data trends are difficult to identify, and our small numbers limit disaggregation information. This year, the low numbers resulted in an Insufficient Data Rating from CDE.  However, as an online high school, another key area for in-depth review included course completion rate data and individual student credit achievement.  We will continue to incorporate all date we have available to continuously improve for our students.

    Demographic Data
    As of October Count 2022, SVVHS had a student population of 73 full time students comprised of  7 freshmen,  4 sophomores,  32 juniors, and 30 seniors.  Approximately twenty percent of students enrolling with St. Vrain Virtual High School have below grade level credits due to truancy issues, health issues, family issues and/or failing grade level equivalent classes.  Forty percent of SVVHS seniors lack the appropriate credits for their grade level, while fewer of our underclassmen (freshmen, sophomores, and juniors) students are lacking the appropriate credits for their grade level.  Additionally, there are 38 part-time students taking one Advanced Placement course or a course that is not offered at their school of residence.    
     
      2020-20212022-20232023-2024
    EthnicityAmerican IndianNANA1.33%
     Asian1.87%<1%NA
     BlackNANANA
     Hispanic8.41%22.86%14.67%
     Caucasian88.79%72.86%77.33%
     Multiple Races<1%2.86%6.67%
    Student ServicesIEPs7.48%8.56%1.33%
     504s19.63%17.14%36%
     ALPs8.41%10%14.67%
    Qualify for F/R Lunch 14.95%%5.33%
    Grade Level DistributionFreshmen6.54%9.46%4%
     Sophomores13.08%6.76%17.33%
     Juniors27.10%43.24%33.33%
     Seniors53.27%40.54%45.33%
         
     

    Additionally, 26.57% of the student body has been enrolled in three or more high schools throughout their high school tenure. 

    As of October count, 2023 the following data points applied to our students:
    66.33% of our students have documented mental or behavioral health issues. 
    17.33% of our students have been using drugs or consuming alcohol on a regular basis.
    5.33% of our students live in a home with domestic violence concerns.
    6.66% of our students have experienced child abuse or neglect.

    At the end of the 2022-2023 school year, SVVHS's population was 89 students.  25 of those students graduated.  Of the remaining 64 students, 91% of them remain enrolled at SVVHS while 9% have returned to the traditional high school environment, dropped out of school or are working on a GED.  This is a retention increase over the prior year.

    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

    St. Vrain Virtual High School is a small school with a population that varies throughout the year, typically somewhere between 75-100 students. The student count is down from previous years. During COVID, enrollment decreased as students were less likely to make changes amid the pandemic. After COVID protocols were relaxed, our district continued to provide fully remote, online learning through our LaunchED program. LaunchED was eventually granted school status through CDE, providing another excellent educational option for students. Now that high school students have two options for receiving an online education, St. Vrain Virtual High School enrollment hovers at half to two-thirds of previous years. Freshmen and sophomore students and school subgroups are less than 16, so data is not reportable. St. Vrain Virtual High School has been rated as ''Performance'' on the 2024 Alternative Education Campus School Performance Framework. Overall, the total points earned either met or exceeded in the areas of Academic Achievement, Student Engagement, and Postsecondary & Workforce Readiness. However, the Academic Growth area dropped to Approaching the standard. Without the ability to report several numbers, the data to be considered this year is limited. The reportable academic achievement date is below.


    Academic Achievement

    CO PSAT Evidence-Based Reading and Writing was 549.1 which exceeded the highest AEC cut point rating by 104.3 points.

    CO PSAT Math score was 492.8 which exceeded the highest AEC cut point by 91.5 points.

    CO SAT Evidence-Based Reading and Writing score was 565.4 which exceeded the highest AEC cut point rating by 145.1 points.

    CO SAT Math score was 483.3 which exceeded the highest AEC cut point rating by 63 points.


    Academic Growth

    State Calculated Growth in English Language Arts was 64 which falls within the Meeting range of 50-65 on the AEC Scale.

    State Calculated Growth in Math was 43.5 which falls within the Approaching range of 35-50 on the AEC Scale.


    Student Engagement

    The attendance rate has increased consistently over the past 6 years. In 2017-2018, the attendance rate was 79.7%. In 2024, the rate was 90.45%

    The returning student rate hit an all-time high in 2023 of 90.62%, up from 56.8% in 2017. However, that dropped for the 2024 school year to 77.78%.


    Postsecondary and Workforce Readiness

    The Dropout rate increased from 4% in 2023 to 17.78% in 2024. This does not meet the AEC expectations for students and does not yet meet the traditional school statewide cut point rating of 2%. This will be a significant focus for intervention during the 2024-2025 school year.

    The Completion rate for all seniors was 89.3% (best 7-year rate) in 2023. This far exceeds the highest AEC cut point of 69.4%. The number is higher than the statewide, traditional school cut point of 84.6%.

    The school's course completion rate is based on the number of classes that are purchased/initiated and completed throughout the school year. In 2024, the course completion rate was at 97.77%.

    Trend Analysis

    Trend Direction: Increasing then decreasing
    Performance Indicator Target: Postsecondary & Workforce Readiness

    The dropout rate was 3.4% for the 2020-2021 school year, then 5% for the 2021-2022 school year, and finally, 4% for the 2022-2023 school year.. This is a notable trend because it is increasing and decreasing. While it now exceeds the AEC expectation, it is still higher than the 2% amount in the non-AEC population.
    Trend Direction: Increasing
    Performance Indicator Target: Postsecondary & Workforce Readiness

    The completion rate shows a steady increase over the past several years. 2017-18 = 30.6%, 2018-2019 = 42.9%, 2019-2020 = 49.2, 2020-2021 = 82.8%, and 2021-2022 = 86.4%. This is a notable trend because the rate had been increasing. As the rate has increased, it has exceeded the AEC expectations and has now exceeded the state average for traditional schools (83.2%).
    Trend Direction: Decreasing then increasing
    Performance Indicator Target: Postsecondary & Workforce Readiness

    The Colorado SAT Evidenced-Based Reading and Writing score for 2019 was 540. It increased to 572 in 2021, followed by a decrease to 522 in 2022 and then another increase 570.6 in 2023. The rate decreased and then increased.
    Trend Direction: Decreasing then increasing
    Performance Indicator Target: Postsecondary & Workforce Readiness

    The Colorado SAT Math score was 495 in 2019, increased to 516 in 2021, then decreased to 466 in 2022 and finally 492.2 in 2023. The rate increased and then decreased and then increased again.
    Trend Direction: Increasing
    Performance Indicator Target: Student Engagement

    Our course completion rate, for individual students is beginning to increase. The percentage of our students that are completing at least 4 courses a semester has increased from 36% to 42% and then to 92%. The next progression in this data point is looking at how many students complete a minimum of 6 courses per semester. In 2019-2020 this rate was 25%, in 2020-21 the rate increased to 78.43, in 2021-2022 the rate was 79.01, finally in 2022-2023 the rate was 83.61%.

    Additional Trend Information:

    Several of our trends have patterns of increasing, decreasing, and then increasing or decreasing over time.  As we continue the work we're working on increasing stability over time.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Dropout Rate

    The dropout rate continues decreasing and while it meets the AEC expectation, it is still substantially above the state's expectation of 2.0%.

    Area of Focus: Dropout Rate


    Root Cause: Inconsistent monitoring of student progress

    The leadership team and mentors have inconsistently reviewed student progress data to inform need for interventions. The amount of time between monitoring has also been inconsistently implemented and the feedback to students has allowed students to get further behind making it difficult to catch up.

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

    Root Cause: Student Engagement--Course Work

    Student Engagement:  Student engagement in course work is a major player in providing students with the skills and tools they need to be prepared for post-secondary success.  However, while the course completion rate continues to increase, students are not yet completing enough classes each semester to stay on track to meet graduation timeline goals.  The ability of students to work through their courses in a timely manor inhibits their ability to get to graduation in a reasonable time, often increasing the likelihood that they will seek alternatives to graduation.

    Root Cause Category: Student engagement systems

    Root Cause: Low Course Completion

    Students are not completing enough courses to make sufficient growth and graduate on time.

    Root Cause Category: Curriculum

    Root Cause: Culture of low expectations

    Students have frequently experienced challenges in school creating a culture of low expectations from students, families and staff.

    Root Cause Category: Mission and Vision

    Root Cause: Student Engagement--Relationships

    Student engagement in interpersonal relationships can be challenging in an asynchronous environment.

    Root Cause Category: Student engagement systems


    Priority Performance Challenge:  Graduation and Completion Rate

    The graduation and completion rates continue to increase, however they are still far below state expectaions.

    Area of Focus: Postsecondary Workforce readiness (Graduation/Completion Rate)


    Root Cause: Ineffective communication and outreach

    Our communication around the importance of attendance and engagement in staying on track with course completion to students and families is ineffective.

    Root Cause Category: Student engagement systems

    Root Cause: Inconsistent monitoring of student progress

    The leadership team and mentors have inconsistently reviewed student progress data to inform need for interventions. The amount of time between monitoring has also been inconsistently implemented and the feedback to students has allowed students to get further behind making it difficult to catch up.

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

    Root Cause: Low Course Completion

    Students are not completing enough courses to make sufficient growth and graduate on time.

    Root Cause Category: Curriculum

    Root Cause: Insufficient accountability

    Students have not been held accountable consistently for completing work on a daily basis.


    Priority Performance Challenge:  Math Growth

    Both our PSAT and our SAT EBRW and Math scores exceeded the AEC readiness benchmarks, however, they do not yet meet the standard for traditional school expectations.

    Area of Focus: Math growth


    Root Cause: Inconsistent monitoring of student progress

    The leadership team and mentors have inconsistently reviewed student progress data to inform need for interventions. The amount of time between monitoring has also been inconsistently implemented and the feedback to students has allowed students to get further behind making it difficult to catch up.

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

    Root Cause: Lack of personalized support

    Students struggle with intervention module completion due to lack of personalized supports from an in-person teacher. The current program provides insufficient feedback due to the nature of the online modules. The teacher doesn't get the indicator for additional support needed until after the student has failed a module/lesson.

    Root Cause Category: Intervention Systems

    Root Cause: Low Course Completion

    Students are not completing enough courses to make sufficient growth and graduate on time.

    Root Cause Category: Curriculum

    Root Cause: Culture of low expectations

    Students have frequently experienced challenges in school creating a culture of low expectations from students, families and staff.

    Root Cause Category: Mission and Vision

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

    The Performance Challenges identified have been selected because of the impact it has on all students in the virtual environment,  While there are many reasons for students to select the virtual learning environment as a viable option, many students find it difficult to be successful and stay on track for graduation.

    Dropout Rate:  The dropout rate, while decreasing then increasing, continues to be an area that presents challenges for the school with the current rate well over the 2% state expectation.  A lower dropout rate would provide students the opportunity to continue to work on their classes and meet graduation requirements.

    Graduation Rate:  As our graduation rate continues to climb, there are still many students who have not met the necessary requirements for graduation.  Further, many of our graduates are in their 5th, 6th, or 7th year, and our challenge is to ensure that these students graduate before choosing to drop out of school or reach the maximum service age of 21.

    PSAT/SAT:  The challenge is helping to better prepare our students to continue to meet or exceed the readiness benchmarks on both EBRW and Math scores.


     

    How were the Root Causes were selected and verified:

    The blended environment at St. Vrain Virtual High School consists of a student body each with their own unique needs and behaviors.  The responsibility of the staff is to be able to assess their individual learning styles and provide them with the necessary skills and interventions to be successful.   PSAT, SAT, and CMAS scores reflect their lack of academic performance preparedness based on the needs of our students, which often place them into certain at-risk categories.  A student's regular attendance, and meeting with our education specialists for support in Algebra and Geometry, Science, and Language Arts as well as in the structured Test Prep classes have shown to be a successful intervention.  At-risk behaviors requiring support include having experienced trauma, mobility, course failure, attendance, low self-esteem, lack of independence, lack of self-advocacy skills, health concerns, and economic hardships.

    The course completion, graduation, and dropout rates are a direct result of a student's varied experiences which impact their ability to engage in school as well as their ability to read, write, and perform mathematical computations.  A student's regular attendance at St. Vrain Virtual High School or daily completion of a required number of assignments/assessments correlates to successfully completing courses.  While students complete classes, students are not yet completing enough classes to ''catch up'' and/or be on track for graduation.  Instruction is lacking for students in how to manage their time effectively, manage course pace, and being able to self-advocate.  Areas that cannot be measured include a student's self-motivation and ability to work independently, however, these are skills necessary to be successful in a virtual environment and in life.  Providing opportunities for students to have one-one-one support from caring adults has proven to be a successful intervention.  Students who successfully complete an assignment/assessment, in turn, become self motivated to complete more.  As a student continues to successfully complete assignments, the student moves toward completing a class.

    Trend data from the last three years of operation were shared and input received in our staff meetings and with our stakeholders via email and newsletter.  Information was also shared with our stakeholders individually at our parent/teacher conferences and at all meetings that involved setting up attendance and course completion contracts for students who were falling behind in their course progress. Additional opportunities to involve our stakeholders in the decision-making process were available in our Parent Engagement Events and Groups.  The data driven discussions around our results with the staff and stakeholders allowed us to identify our priority improvement challenges that included on-time course completion and the impact it has on graduation and dropout rates, as well as on PSAT, SAT, and CMAS scores.  In our discussions, it became apparent that there were five root causes that affected and had an impact on all of our priority improvement goals: individualization, intervention, course completion, insufficient accountability and a culture of low expectations.
     
    Individualization:  While the virtual environment allows students to work independently at their own pace, many students need additional one-on-one support to complete the myriad of assignments and assessments that are required in their individual courses.  Providing time outside of the ''normal'' school day for students to access teachers and course work have also proven to be successful.  Additional support is needed to provide students with the skills necessary to be able to manage their time to successfully and complete course work in an appropriate time frame, while also learning how to self-advocate for themselves.  Additionally, students may need modifications and/or scaffolding to access curriculum which is currently not an option through our curriculum providers.
     
    Intervention:  Implementing blended opportunities in math, science and language arts, as well as a PSAT/SAT Prep class have proven to be successful interventions in both completing classes as well as increasing test scores.  Further interventions are needed to support students in the at-risk behaviors that have prevented them from being successful in their past academic endeavors. 
     
    Course Completion:  Successful completion of course work directly impacts a student’s self-confidence, self-worth, and their ability to move forward in their academic achievements.  Learning to cope with the variety of issues our students are dealing with is essential to their ability to complete coursework.  Small successes here provide the impetus for students to stay in school and graduate.  Staff needs to be able to instruct students and parents/guardians on how to deal with the issues that impact course completion and the effect that has upon successful academic achievement.

    Inconsistent Accountability: Student completion of a minimum number of assignments on a regular, daily basis significantly impacts their ability to complete courses and gain knowledge.  As students work through their courses staff members need to keep them accountable for completing work and help parents/guardians understand the system so that they can participate in keeping students accountable.  Staff has increased this significantly in recent years, however now it needs to be consistent.

    Culture of Low Expectations: Because students frequently come to St. Vrain Virtual High School because they have experienced challenges in school, they often present with low expectations for themselves, low expectations from family members and low expectations from staff.  The staff need to provide positive feedback that helps students regain their confidence, find their strengths and shift their expectations.

    Inconsistent Data Review:  Staff review data regularly, but with less consistency than necessary to catch students as soon as they begin to struggle.  Additionally, the response to data red flags needs to be responded to consistently.

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Leadership Team to Collect and Analyze Data

    What will success look like:

    		We provide opportunities for students to increase their ability to access strategies for dealing with difficult life circumstances as they arise. While we have offered these opportunities as requirements, we have noticed that not all students are accessing the courses. The team will work to insure that students attend the courses and meetings more regularly. Last year 10% of our students received credit for their grade level meetings and CommUNITY of Strength course. This year, the schoolwide goal is to increase this to 15% or more.

    Describe the research/evidence base supporting the strategy:

    		Research on MTSS (Multi-Tiered System of Supports) strongly supports the development of a dedicated leadership team responsible for regularly collecting and analyzing data to inform decision-making and drive student progress, as this is a core component of the MTSS framework, emphasizing data-driven decision making at all tiers of support to identify student needs and adjust interventions accordingly.

    Strategy Category:

    		Data Analysis & Reflection Practices

    Associated Root Causes:

    Inconsistent monitoring of student progress: The leadership team and mentors have inconsistently reviewed student progress data to inform need for interventions. The amount of time between monitoring has also been inconsistently implemented and the feedback to students has allowed students to get further behind making it difficult to catch up.

    Ineffective communication and outreach: Our communication around the importance of attendance and engagement in staying on track with course completion to students and families is ineffective.

    Student Engagement--Relationships: Student engagement in interpersonal relationships can be challenging in an asynchronous environment.

    Insufficient Intervention: Lack of effective academic and mental health intervention strategies to provide needed support.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Interim check of credit attainment

    		Counselor and Principal
    Opportunities for Individual Mental Health Support Students and/or families will have the opportunity to gain one on one support for resource connection/referrals to district support or outside agencies as appropriate. 08/15/2018
    05/26/2023
    Monthly     		Interventionist, counselor Partially Met
    Mental Health Group Support Students will have opportunities to attend more than one group which will focus on specific at risk needs or mental health support. 08/22/2018
    05/26/2023
    Weekly     		admin, teachers, mentors Met
    Implement Social Emotional Learning Curriculum Students will participate in weekly social emotional learning curriculum opportunities. 08/19/2019
    05/26/2023
    Weekly     		All Staff Met
    Connecting postsecondary planning to mental health. Work with CEI to provide training for staff related to post secondary readiness and social emotional well being. 02/01/2022
    05/26/2023
    Monthly     		All staff
    Interim check of credit attainment Quarterly and at semester, data will be reviewed to see if 15% of students are on track to get credit for CommUNITY of Strength and Grade Level Meetings 10/13/2023
    05/17/2024
    Quarterly     		Counselor and Principal

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU0000041sC9
    		08/05/2024
    05/18/2026     		admin
    a05PU0000041sCA
    		08/12/2024
    10/11/2024     		admin
    a05PU0000041sCB
    		08/19/2024
    04/06/2026     		mentor
    a05PU0000041sCC
    		09/09/2024
    04/29/2026     		admin/counselors/mentors
    a05PU0000041sCD
    		09/16/2024
    03/27/2026     		counselor
    a05PU0000041sCE
    		09/23/2024
    12/27/2024     		admin
    a05PU0000030JSL
    		10/01/2024
    05/09/2025     		Counselor/Interventionist
    a05PU0000041sCF
    		10/11/2024
    05/18/2026     		admin/mentors
    a05PU0000030JSM
    		11/06/2024
    11/27/2026     		Counselor
    Phone Calls for Accountability
    		Staff will call students and families at the beginning of each grade level meeting that they miss unexpectedly. 05/14/2025
    05/07/2025     		Attendance sheet Phones Principal and school secretary
    >

    Increase Mentoring Consistency

    What will success look like:

    		Mentors work consistently with their proteges to create connections, facilitate communication, and support goal setting. With an increased focus on scheduled data analysis, the team will work to increase consistency in responses to red flags that arise.

    Strategy Category:

    		Continuous Improvement

    Associated Root Causes:

    Inconsistent Data Review: Staff review data regularly, but with less consistency than necessary to catch students as soon as they begin to struggle.

    Low Course Completion: Students are not completing enough courses to make sufficient growth and graduate on time.

    Insufficient Intervention: Lack of effective academic and mental health intervention strategies to provide needed support.

    Insufficient accountability: Students have not been held accountable consistently for completing work on a daily basis.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Mentoring Improvement Staff will work on continuous improvement for the mentoring program. 08/05/2019
    05/28/2023
    Monthly     		All staff
    Mentors increase postsecondary readiness conversations. Staff will use strategies learned from CEI to have individual conversations with all 11th and 12th grade proteges about postsecondary plans. 08/17/2022
    05/26/2023
    Weekly     		All certified staff
    Increased consistency and data review Each week, at staff meetings, mentors will share their current concerns based on data and discuss next steps to create consistency. 09/19/2023
    05/17/2024
    Weekly     		All staff

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Increase consistency for mentoring
    		Students will check out with their mentor on a daily basis to keep mentors aware of needs, progress, and consistency in completing assignments. 08/23/2024
    05/09/2025     		Card system All staff
    Mentor Data Review
    		Mentors will use data to select their top 3 concerns for weekly staff meeting. 11/06/2024
    05/07/2025     		Data studio All certified Staff
    > >

    Increase Math Course Completion Rates

    What will success look like:

    		The percentage of students completing at least six courses per semester will increase from 83.61% to 87%.

    Describe the research/evidence base supporting the strategy:

    		Mentors and counselor will encourage students to take math classes earlier in their academic journey, attempting to break the habit many students exhibit of avoiding math until late in their senior year.

    Strategy Category:

    		Targeted Student Academic Supports

    Associated Root Causes:

    Inconsistent Data Review: Staff review data regularly, but with less consistency than necessary to catch students as soon as they begin to struggle.

    Low Course Completion: Students are not completing enough courses to make sufficient growth and graduate on time.

    Insufficient Intervention: Lack of effective academic and mental health intervention strategies to provide needed support.

    Inconsistent Accountability: Staff hold students accountable for school work and class/meeting attendance, but not consistently enough to affect change.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Increased math course completion Daily expectation of completing 4 assignments prior to leaving for the day will be communicated by all staff and checked as students leave for the day. 08/13/2019
    05/22/2023
    		 All staff Met
    Credit for PSAT/SAT Study Class Students will have the opportunity to engage in PSAT/SAT study classes weekly and receive an elective credit for their work in 18-19 and math and elective credit for their work in 19-20. 10/01/2020
    05/22/2023
    Weekly     		Certified Staff
    Families have increased understanding of their student's current grad plan. At quarters and semesters 87% of students will be on track to complete at least 6 courses per semester. 10/13/2023
    05/17/2024
    Quarterly     		Counselor and principal

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Mentors communication
    		Mentors will communicate with students and families about their current status in relation to completing a minimum of 6 courses per semester. 09/03/2024
    04/30/2025     		Face to face conversations emails Webex meetings All certified staff
    > >

    Increase academic intervention for achievement and growth

    What will success look like:

    		Students will show increased scores on the PSAT/SAT tests.

    Describe the research/evidence base supporting the strategy:

    		According to John Hattie's research, particularly his book "Visible Learning," there is strong support for implementing math intervention programs to increase student academic achievement and growth, as his analysis indicates that targeted interventions, especially those that address specific student needs and provide timely feedback, generally have a positive effect size significantly above the "hinge point" of 0.40, signifying a meaningful impact on learning outcomes.

    Strategy Category:

    		Curriculum and Content

    Associated Root Causes:

    Inconsistent monitoring of student progress: The leadership team and mentors have inconsistently reviewed student progress data to inform need for interventions. The amount of time between monitoring has also been inconsistently implemented and the feedback to students has allowed students to get further behind making it difficult to catch up.

    Ineffective communication and outreach: Our communication around the importance of attendance and engagement in staying on track with course completion to students and families is ineffective.

    Lack of personalized support: Students struggle with intervention module completion due to lack of personalized supports from an in-person teacher. The current program provides insufficient feedback due to the nature of the online modules. The teacher doesn't get the indicator for additional support needed until after the student has failed a module/lesson.

    Insufficient Intervention: Lack of effective academic and mental health intervention strategies to provide needed support.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    PSAT/SAT Study Course will be offered for Credit Students will have the opportunity to engage in PSAT/SAT study classes weekly and receive an elective credit for their work in 18-19 and math and elective credit for their work in 19-20. 10/01/2018
    05/22/2023
    Weekly     		admin, mentors, teachers
    New Edmentum curriculum (APEX) will be used for test prep Teachers will use new Edmentum test prep course to increase students ability to complete lessons when they are unable to be onsite for test prep class. 10/02/2023
    04/19/2024
    Weekly     		Teachers

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU0000041sCH
    		08/05/2024
    09/27/2024     		admin and teachers
    a05PU0000041sCG
    		08/05/2024
    09/27/2024     		teachers
    a05PU0000041sCI
    		08/19/2024
    05/16/2025     		teachers
    a05PU0000041sCK
    		09/02/2024
    03/27/2025     		admin
    a05PU0000041sCJ
    		09/02/2024
    09/27/2024     		admin/teachers
    Increased structure for PSAT/SAT study courses
    		Both the math engagement specialist and the language arts engagement specialist will teach the courses, providing additional resources for students to access throughout the year. 09/27/2024
    04/11/2025     		Mentors

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : Dropout Rate

    Performance Indicator:

    		 Postsecondary & Workforce Readiness

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: 9.0% or below drop out rate
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Graduation and Completion Rate

    Performance Indicator:

    		 Postsecondary & Workforce Readiness

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: 78.0% or better graduation/completion rate
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Math Growth

    Performance Indicator:

    		 Academic Achievement (Status)

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: 50% or higher MGP on P/SAT
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Attachments List

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