Colorado's Unified Improvement Plan for Schools

Douglass Elementary 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
  • Language Arts and Math Proficiency
    		•
  • Inconsistent Best First Instructional Practices
  • Need for MTSS Process Improvements
    		•
  • Challenging, Engaging, Relevant Best First Instruction in Reading and Math
  • Customized Supports (MTSS Process Improvements)
    		•
  • Language Arts and Math Proficiency for Students with Disabilities
    		•
  • Need for MTSS Process Improvements
  • Need for Clear & Consistent Expectations of Positive & Inclusive Culture
  • Inconsistent Best First Instructional Practices
    		•
  • Customized Supports (MTSS Process Improvements)
  • Positive, Inclusive Culture (ICAN & Behavior)
  • Challenging, Engaging, Relevant Best First Instruction in Reading and Math
    		•


    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


    Douglass Elementary showed high levels of growth and achievement over the past two school years - including a 95.6% score on the 2024 School Performance Framework. We seek to continue implementing effective strategies to foster that success. Douglass is a nurturing environment where students achieve academic excellence, build strong character, engage in arts and athletics, and succeed as thoughtful leaders in the 21st Century. Our mission is to provide learning opportunities that foster caring, creativity, academic excellence, and leadership. At Douglass, WE CARE: Community, Achievement, Relationships, Environment - about all students; including our students with IEPs who underperform their peers. Our efforts in this Action Plan ensure Grade-level Standards & Instruction, Tiered Supports, and Student Wellbeing & Cultural Competency.

    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

    See attached 90 day plan.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Language Arts and Math Proficiency

    Area of Focus: Other achievement


    Root Cause: Inconsistent Best First Instructional Practices

    See attached 90 day plan.

    Root Cause Category: Instruction

    Root Cause: Need for MTSS Process Improvements

    See attached 90 day plan.

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


    Priority Performance Challenge:  Language Arts and Math Proficiency for Students with Disabilities

    Area of Focus: Other achievement


    Root Cause: Need for MTSS Process Improvements

    See attached 90 day plan.

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

    Root Cause: Need for Clear & Consistent Expectations of Positive & Inclusive Culture

    See attached 90 day plan.

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

    Root Cause: Inconsistent Best First Instructional Practices

    See attached 90 day plan.

    Root Cause Category: Instruction

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Customized Supports (MTSS Process Improvements)

    Describe the research/evidence base supporting the strategy:

    		Research studies show the positive impact of student achievement and behavior when MTSS is implemented with fidelity. MTSS is a prevention-based framework of team-driven data-based problem solving for improving outcomes of every student through family, school, and community partnering and a layered continuum of evidence-based practices applied at the classroom, school, district, region, and state level (https://www.cde.state.co.us/uip/mtss-strategy-guide).

    Strategy Category:

    		Targeted Student Academic Supports

    Associated Root Causes:

    Need for MTSS Process Improvements: See attached 90 day plan.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status

    Action Steps Associated with Major Improvement Strategy

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

    Challenging, Engaging, Relevant Best First Instruction in Reading and Math

    Describe the research/evidence base supporting the strategy:

    		Lesson Planning/Intellectual Prep: Paul Bambrick-Santoyo, in his book “Leverage Leadership,” emphasizes a “systematic approach” to lesson planning that incorporates much of McTighe and Wiggins’ structures from Understanding by Design, such as beginning planning with the assessment in mind, empowering teachers to “make tough choices and catch problems early, leading to profoundly improved instruction” (p. 111). (https://drive.google.com/file/d/1IonR3Nt7heqdQqqS6nt6M_lLx3yIPjsb/view?usp=sharing)

    Strategy Category:

    		Research-based Instructional Practices

    Associated Root Causes:

    Inconsistent Best First Instructional Practices: See attached 90 day plan.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status

    Action Steps Associated with Major Improvement Strategy

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

    Positive, Inclusive Culture (ICAN & Behavior)

    Describe the research/evidence base supporting the strategy:

    		Routines & Procedures: Effective student culture begins with establishing predictable systems and procedures in school and in classrooms, which establishes an urgency and focus on learning, communicating to students the “continual message that nothing is as important - or as engaging - as learning” (Bambrick-Santoyo, 2012, p. 164). (https://drive.google.com/file/d/1IonR3Nt7heqdQqqS6nt6M_lLx3yIPjsb/view?usp=sharing)

    Strategy Category:

    		School or District Climate and Culture

    Associated Root Causes:

    Need for Clear & Consistent Expectations of Positive & Inclusive Culture: See attached 90 day plan.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : Language Arts and Math Proficiency

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: By the end of the year i-Ready results among K-3 students will show 83% of students meeting or exceeding grade level expectations and 3% of students scoring below the SRD cut score.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Increase CMAS Math proficiency by 10% (to 80.8%) and increase the percentage of students scoring "exceeds" by 10% (to 25.7%).
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Increase CMAS ELA proficiency by 10% (to 79.7%) and increase the percentage of students scoring "exceeds" by 10% (to 22.7%).
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Language Arts and Math Proficiency for Students with Disabilities

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Increase CMAS ELA proficiency among students with disabilities by 10% (to 38.6%).
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Increase CMAS Math proficiency among students with disabilities by 10% (to 33.8%).
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Attachments List

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