Colorado's Unified Improvement Plan for Schools

North Fork Montessori @ Crawford UIP 2023-24

      
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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
  • Reading Instruction K-6
    		•
  • New Reading Program
    		•
  • Reading Interventions
    		•
  • Small Group Instruction
    		•
  • Montessori small group instruction
  • Reading Interventions
    		•
  • Small Group Instruction
    		•


    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

    The North Fork Montessori @ Crawford School is a School of Innovation within Delta County 50J public schools.  Our school utilizes Montessori curricula for preschool through sixth grade students.  We serve the North Fork Valley with nearly 110 students coming from the Crawford, Hotchkiss, Paonia, Cedaredge, and Delta communities.  Our school community is reflective of the social/economic diversity of our community.    For the 2022-2023 school year, NFM@C was 54.2% free and reduced lunch which qualified us as a Title I school for the 2021-2022 school year. We currently have 17.8% of students on IEP's.

    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).

    MobyMax: Students increased their fluency  facts using MobyMax as well as singing math songs.

    Small Group Instruction: This strategy is common in the Montessori classroom. Teachers continue to collect data through student planners and observations during lessons.
     


    Based on your reflection and evaluation, provide a summary of the adjustments that you will make for this year's plan.

    Our focus will be again the small group instruction because it's the foundation of learning at our school.
     We are no longer focusing on math fluency because we did so well on CMAS. We'll continue to provide the same strategies this upcoming year; however not include it in the UIP.
     

    Current Performance

    For the 2019-2020 school year, the North Fork Montessori @ Crawford School was determined to be a Performance school with 78.6/100% as indicated by the School Performance Framework.  Our Indicator Rating Totals show that we earned 86.1% of the Academic Achievement points, 73.6% of the Academic Growth Points, and we met 95% participation rate.  In particular, our CMAS ELA percentile rank of 92% with a mean score of 762 places us in the top 8% of elementary schools in the state.  Our overall Mathematics percentile was 79%, with a mean score of 748.3 showed more robust achievement levels because of our focus on math instruction and interventions.  Our Academic Growth improved dramatically in both ELA and Mathematics.  In ELA, we earned a 63.5 Median Growth Percentile/Rate (MGP).  Our Mathematics improved significantly with a 62.5% MGP, showing that our school-wide efforts have led to substantial growth.  
    In the 2021 CMAS, 55% of 3rd-grade students met their goal, while 35% of 4th grade, 67% of 5th, and 35% of the 6th-grade students met their goal. The 4th-grade class was the only one to exceed their CMAS goal, which was by 5%. Overall on the Math CMAS assessment, 36% of the 3rd graders, 20% of 4th, 44% of 5th, and 33% of 6th graders met their goal. 
    At the end of the year, Dibel's scores showed above-average growth for the students who were Red (intensive) and average growth for students scoring in green/blue.   

    For the 2021-2022 school, was again determined to be a Performance school with school with 93.9/100 as indicated on the School Performance Framework. Our school was awarded the Govenor's Distinuguished Improvement Award last May at the Colorado Department of Education building. Our Indicator Rating totals showed 84.7% in Academic Achievement and 100% in Academic Growth as we met the 95% participation rate. 

    All Students:
    CMAS Math % = Meets
    CMAS ELA: Median Score 756.9. = Exceeded
    Free/Reduced Median Score 746.4= Meets

    CMAS Math: Median Score 740.9 = Meets
    Free/Reduced Median Score 727.4 = Approaching



    The 2022-2023 school year our Performance Framework score was 79.4/100.

    All Students:
    CMAS ELA:  Median Score 757.2 = Exceeded
    Free/Reduced Median Score 750.1 Meets

    CMAS Math:  Median Score 744.8 = Meets
    Free/Reduced  Median Score 738.9=Meets

    Dibels 2022-2023 School Year  * ( ) = #  of Students
    Kindergarten composite Intensive Support Scores                                 
    BOY: 20% (2)
    MOY:18% (2)
    EOY: 17% (2)
    1st grade composite  Intensive Support Scores
    Boy: 67% (6)
    MOY: 60% (6)
    EOY: 50% (5)
    2nd grade composite Intensive Support Scores
    BOY:30% (3)
    MOY:40% (4)
    EOY:30% (3)
    3rd Grade composite Intensive Support Scores
    BOY: 21% (3)
    MOY:13% (2)
    EOY:6% (1) 
    4th Grade composite Intensive Support Scores
    BOY:18% (3)
    MOY:18% (3)
    EOY: 22% (4)
    5th Grade Composite Intensive Support Scores
    BOY 8% (1)
    MOY: 0%
    EOY:0%
    6th Grade Composite Intensive Support Scores
    BOY:20% (4)
    MOY:15% (3) 
    EOY:20% (4)

    2022-2023 Dibels scores indicate a need to improve Tier 1 instructional practices and reading interventions for students who scored in the intensive category.


    Dibels


     

    Trend Analysis

    Trend Direction: Increasing
    Performance Indicator Target: Academic Achievement (Status)

    The North Fork Montessori's CMAS ELA Achievement has grown as follows: In 2017, NFM@C was in the 89 percentile, with a Mean Scale Score of 759.5; 2018 we dropped a bit to 76 percentile with a Mean Scale Score of 750.4; In 2019, we saw a strong jump to 92 percentile with a Mean Scale Score of 762.0 Source: CMAS SPF In 2021, NFM@C had an overall ELA score of 49.5 and a mean score of 747. The trend has decreased in this area. On the 2022 CMAS assessment, our school has increased in ELA. According to North Fork Montessori's SPF in the area of ELA, our school ranked in the 87th percentile and scored: "Exceeded."
    Trend Direction: Increasing
    Performance Indicator Target: Academic Achievement (Status)

    The NFM@C CMAS Math Achievement is as follows: In 2017 our school ranked in the 60 percentile with a Mean Scale Score of 739.1; 2018- 56 percentile with a Mean Scale Score of 737.2; In 2019 we demonstrated a healthy 79 percentile with a Mean Scale Score of 748.3. Source: CMAS SPF in 2021, The North Fork Montessori's CMAS ELA Achievement has grown as follows: In 2017, NFM@C was in the 89 percentile, with a Mean Scale Score of 759.5; 2018 we dropped a bit to 76 percentile with a Mean Scale Score of 750.4; In 2019, we saw a strong jump to 92 percentile with a Mean Scale Score of 762.0 Source: CMAS SPF In 2021, NFM@C had an overall math score of 37.25 and a mean of 739.25. In the area of Math, our school ranked 63%. Regarding "growth," our school earned "Exceeded" with a percentile ranking of 80.5%. 2023 CMAS Assessments are as follows: In reference to our SPF, our school ranked 72 % in Math. Academic growth= Meets
    Trend Direction: Stable
    Performance Indicator Target: Academic Achievement (Status)

    The NFM@C CMAS Science Achievement is: In 2017, we were in the 79 percentile with a Mean Scale Score of 647.2; 2018- 91 percentile with a Mean Scale Score of 672.7; 2019- We only had 15 fifth grade students take the test. 2021 Science CMAS assessment was not administered. 2022 CMAS Science assessment, we were 74th in the Overall Median Percentile (No scaled scores were available for 2022 school year) 2023 CMAS Science assessment, our school's overall scale score was 748, which was above the state score of 733 and the district's score of 729.

    Additional Trend Information:

    As a school, we are very pleased with our trend based on the CMAS data. We believe that teaching the Montessori curriculum with fidelity is key to our success. The staff spent much time and effort aligning the curriculum to the state standards.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Reading Instruction K-6

    Our Dibels reading scores indicate a need to improve Tier 1 instructional practice for K-6 students to increase students who score intensive on benchmark scores.


    Root Cause: New Reading Program

    Our school has been using Intensive Phonics for the past 20 years. This year we had to change to a new program (HMH, Into Reading) because Intensive Phonis isn't on the CDE-approved list. This has been challenging for our teachers to learn a new reading program.


    Priority Performance Challenge:  Small Group Instruction

    Teachers separated their students into small homogenous groups as defined by our Montessori philosophy. Children in each group received lessons based on their abilities and grade levels. The overall goal was to ensure grade level achievement for all students by the end of the year. Lower functioning students received additional lessons/conferences to initiate adequate growth. Higher functioning students were given lessons above grade level criteria based on our educational pedagogy. We have a Gifted and Talented program for students who require advanced math instruction as well as a math interventionist to fill in gaps for below grade level students. Our classroom teachers "reteach" lessons on a weekly basis until students meet mastery.


    Root Cause: Montessori small group instruction

    Students in the NFM@C are placed into small groups based on ability, not just their grade level. Teachers need to assess student growth using the formative Montessori three-period lessons, Montessori student observation/planner, and progress monitoring using Dibels and HMH/Into Reading assessments. If students were far below grade level, then they received grade-level instruction and additional instruction/practice in intervention groups.

    Root Cause: Reading Interventions

    Our school hired a new reading interventionist this year to help support K-6 students, regardless of reading ability. This staff member is also a coach and meets with teachers with less than four years of teaching experience in our school. She helps to create lesson plans, co-teaches, and observes whole group reading and intervention groups. This staff member also has experience in our new HMH reading program and attends district meetings to gain more resources.


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

    The rationale for choosing these performance challenges is as follows: 
    •  When teachers place students into groups based on their abilities, they receive instruction that they are ready to comprehend and apply.  The teachers adjust their instruction to meet the needs of their students.  

    How were the Root Causes were selected and verified:

    The rationale for choosing these performance challenges is as follows:

    Reading Instruction:
    • The State of Colorado sets achievement targets that students must achieve. Colorado school districts are required to ensure all K - 3 teachers complete evidence-based training in teaching reading as a result of changes to the Colorado READ Act in SB 19-99. Our K-3 grade teachers and leadership team researched Colorado reading programs that were on the approved list. We decided as a team to pursue HMH, Into Reading, as our Tier 1 curriculum.  Last year was our first year incorporating the new program.
    • The challenge is to become more familiar with the curriculum. We have resources from the company, our district curriculum director, as our new reading interventionist/coach.

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    >

    Small Group Instruction

    What will success look like:

    		Each Montessori teacher divided their students into small groups based on what they needed. All students were placed in grade level instruction groups for basic instruction. If data showed that students were behind, they received additional instruction through individual conferencing and or intervention groups. Through much effort, most students achieved appropriate grade level standards.

    Describe the research/evidence base supporting the strategy:

    		The Montessori educational philosophy and pedagogy is based on the premise students learn best when instruction is based on their abilities.

    Associated Root Causes:

    Montessori small group instruction: Students in the NFM@C are placed into small groups based on ability, not just their grade level. Teachers need to assess student growth using the formative Montessori three-period lessons, Montessori student observation/planner, and progress monitoring using Dibels and HMH/Into Reading assessments. If students were far below grade level, then they received grade-level instruction and additional instruction/practice in intervention groups.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Small Group Instruction All students will be placed in small groups for instruction based on skill level 10/11/2023
    10/11/2024
    Weekly     		Administrator, lead teacher

    Action Steps Associated with Major Improvement Strategy

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

    Reading Interventions

    What will success look like:

    		75% or more of Kindergarten-sixth grade students score intensive will demonstrate growth as measured by the End of the Year Dibels benchmark.

    Describe the research/evidence base supporting the strategy:

    		New Reading Interventionist who has prior teaching experience in the area of reading New coach to support newly hired teachers; she is also a mentor Interventions are all researched based and on the approved list.All Students need to learn "How" to read in grades K-3, then read to learn beginning in 3rd/4th grade.

    Strategy Category:

    		Research-based Instructional Practices

    Associated Root Causes:

    New Reading Program: Our school has been using Intensive Phonics for the past 20 years. This year we had to change to a new program (HMH, Into Reading) because Intensive Phonis isn't on the CDE-approved list. This has been challenging for our teachers to learn a new reading program.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Reading Interventions Student will receive Tier 1, 2 and 3 reading intervetions with a reading professional. 10/12/2023
    10/12/2024
    Weekly     		Administrator, Reading Interventionist, Special education teacher,and Gen ed Teacher

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : Reading Instruction K-6

    Performance Indicator:

    		 Academic Achievement (Status)

    Measures / Metrics:

    		 ELA
    ANNUAL
    PERFORMANCE
    TARGETS
    2023-2024: HMH, Into Reading program will improve Tier 1 instructional practices so that students will meet or exceed EOY benchmark testing.
    2024-2025:

    INTERIM MEASURES FOR 2023-2024:

    Priority Performance Challenge : Small Group Instruction

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