Colorado's Unified Improvement Plan for Schools

Denver Green School Northfield 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
  • CMAS Math MGP
    		•
  • Developing a Robust MTSS Process
  • Absence of Intervention Curriculum
  • Disparate Systems
    		•
  • Implementing a Responsive MTSS Process
  • Implementation of Math and Literacy Curriculum
  • Alignment of Systems
    		•
  • CMAS ELA MGP
    		•
  • Developing a Robust MTSS Process
  • Absence of Intervention Curriculum
  • Disparate Systems
    		•
  • Implementing a Responsive MTSS Process
  • Implementation of Math and Literacy Curriculum
  • Alignment of Systems
    		•


    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


    Denver Green School Northfield (DGS Northfield) is the newest Middle School option in the Greater Park Hill-Central Park enrollment zone. DGS Northfield was selected unanimously by the Board of Education as the middle school of choice to replicate the existing Denver Green School model within the enrollment zone in December of 2018. With the doors of DGS Northfield opening in August 2019, we continue to strive to serve a diverse student population and are busy planning for the culture and academic success accomplished by the original Denver Green School. We strive to serve our student community by leveraging joy and high expectations for students by using relevant learning experiences within our teacher-developed curriculum.

    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

    Denver Green School Northfield (DGS Northfield) is the newest Middle School option in the Greater Park Hill-Central Park enrollment zone. DGS Northfield was selected unanimously by the Board of Education as the middle school of choice to replicate the existing Denver Green School model within the enrollment zone in December of 2018. With the doors of DGS Northfield opening in August 2019, we continue to strive to serve a diverse student population and are busy planning for the culture and academic success accomplished by the original Denver Green School. As we enter our 5th year as a school, and being several years away from the disruptions of Covid as it relates to us accumulating consistent and reliable data, we are eager for the opportunity to have trend data to help inform our priority next steps.

     

    DGS Northfield is the first replicated school modeled after the original Denver Green School. It is located in North Central Park, on 56th and Galena. We share a campus with Inspire Elementary school. DGS Northfield strives to serve a diverse student population and actively recruited at all elementary schools within the enrollment zone. As a result, the Denver Green School Northfield has 540 students enrolled, having 35% students of color enrolled at our school. 19% of our students are identified as needing/receiving Free and Reduced Lunch, and 26% of our population has a disability as denoted by having an Individualized Education Plan (IEP) or a 504 plan, and 20% are identified as Gifted and Talented as denoted by an Advanced Learning Plan.

     

    We are very intentional in adhering to and upholding the original Denver Green School Mission, Vision and Values. To understand more about our school model, read below:

     

    Mission: Denver Green School utilizes relevant instruction and shared leadership to serve a diverse community and create an inclusive environment that engages all learners to flourish and live a sustainable life.

    Vision: As a national beacon for real-world learning, the Denver Green School strives to integrate a flexible student-driven approach to curriculum and instruction, where diverse learners of all ages:

    • Achieve at a high level academically;
    • Partner with their teachers to engage in relevant, student-directed learning;
    • Build leadership capacity by embracing a democratic decision-making model;
    • Use service-learning as a way to become community stewards;
    • Create mind-body connections as well as community connections; and
    • Use our school building and our neighborhood as laboratories for the study and implementation of carbon footprint reduction and sustainable living.

    Values:

    • Community: Organizations, neighbors, teachers and family members are key stakeholders in the education of children. DGS involves these stakeholders to support student learning and to contribute to our community.
    • Equity: DGS serves every student in our community and creates learning conditions in which all students can achieve their highest potential. The DGS community demonstrates leadership in cultural proficiency in a system that supports diversity.
    • Engagement: DGS believes that students learn best when they are engaged in a student centered, standards-based curriculum which emphasizes hand-on, brains-on project-based learning in a real-world setting, thus inspiring natural curiosity and innovation.
    • Stewardship: DGS takes ownership and responsibility for maintaining, protecting and improving our natural, built and social environment. DGS engages in direct action to address environmental problems and achieve sustainable solutions.
    • High expectations: DGS students hold the highest expectations for their own achievement and believe in the power of their community. DGS aligns curriculum, instruction and assessments as an accountability tool for continuous learning and improvement.
    • Relevance: DGS students are enthusiastic learners because they use knowledge to solve real world problems in their own communities. Focusing on sustainability issues, DGS builds community partnerships to create a more durable future.
    • Shared leadership: DGS is committed to a vision of distributed leadership that is collaborative, democratic, effective, reflective and courageous. DGS engages all community stakeholders in its decision making process

    MTSS:

    DGS Northfield utilizes a Multi-Tiered Systems of Support (MTSS) structure to help us identify and address and significant gaps in student understanding.learning in order to help us implement appropriate interventions to help close such gaps. We utilize classroom formatives aligned to Common Core standards, NWEA MAP Assessments, and applicable CMAS and ACCESS data,to identify students who are performing below or significantly below grade level. Our MTSS team then meets with grade level teachers to identify appropriate interventions to address any misconceptions. This process also allows us to identify over time if a special education referral is a necessary next step.

     

    MLE: DGS Northfield aspires to be a school with high diversity, including language diversity. We currently have 2% of our students who are multilingual and receive Multilingual Education support and services throughout their day. These students receive 45 minutes of pull-out language support per day and also receive some push-in supports, both from our Multilingual Education teacher. All of our instructional staff are either certified or in-process of being certified as ELA-E and are intentionally trained on how to best provide classroom supports and differentiation to our emerging bilingual students.

     

    Grants/ Partner Program: DGS Northfield secured a three year, $5,000 grant from Foundation for Sustainable Urban Communities to support our robust excursion program which allows students to go on a yearly camping trip, and take other relevant learning excursions such as to different Denver neighborhoods to determine equitable resources. 

     

    UIP and School Improvement Systems: DGS Northfield is very reflective about our performance and areas of growth and utilizes the following systems to ensure continued growth:

    • Analysis of MAP outcomes three times per year as a whole staff and within content level teams to identify content areas of need.
    • Pushing out a Needs-Assessment in the spring to all employees and analyzing the outcomes as a Partnership. The Partnership then builds committees about key areas of need identified by our staff members to build response/action plans.
    • Monthly meetings with our Collaborative School Committee (group of parents, teachers, an administrator and students) to garner feedback from all stakeholders, and get feedback and vote on key school initiatives like budget, etc.
    • Twice yearly TLC Instructional Walkthroughs to identity school-wide instructional trends and develop next steps for teachers within the coaching relationships.

    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).

    As we have transitioned into our fifth year, we are excited by the growth we have accomplished. Our Major Improvement System (MIS) of Aligning our Systems is felt to have been executed with great success. Our TLC/Coaching Team met our objectives, and teachers grew in their LEAP ratings over time. Our MTSS and Data Team systems are also improving, and we met consistently with a focus on our students of color. We feel this alignment of systems helped contribute to us accomplishing an MGP of 64 in Math and 73 in Literacy.

    Regarding our MIS for Creating a School Culture, we have also experienced success. We invest in a lot of systems that support our school culture and have a high student satisfaction rate. Additionally, we retain most of our students and have a waitlist in every grade. 
     


     


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

    Although we are proud of our aligned systems, and the work we have done on this during our build-up years, we want to continue to align systems in service of teachers and students. This will include new Professional Growth Team/Professional Growth Plan systems which will incorporate our main teacher growth levers: Professional Development, TLC, and our Data Reflection Process. The anticipated outcome of this work will be continued success from a status and MGP standpoint on our SPF. 

    We are proud of our school culture and want to create a new priority surrounding the MGP of two of our subgroups. From a data perspective, though our students have performed well on CMAS, we are still seeing a growth gap for our students of color and our students with disabilities compared to their white and neurotypical peers respectively. We are interested in creating MGP-related goals to continue to push ourselves to keep closing these gaps through a rigorous Curriculum Institute, our MTSS/ILT systems, and incorporating new intervention curricula.



     

    Current Performance

    Formative Assessments: Teachers administered weekly formative assessments to determine how students were progressing towards grade-level standards. These formatives were analyzed in data teams on a weekly basis and instruction was altered to address misconceptions based on analysis of formatives. 

     

    MAP Testing: We have implemented MAP testing three times per year in the Fall, Winter, and Spring for the past two years. We are currently just finishing up our first round of MAP testing data to determine student baseline levels and are unpacking results in school-wide professional development and in data teams.

     

    ACCESS: We had less than 20 students take ACCESS so we don't have MGP data but have analyzed the individual student growth on our end. 

     

    School Performance Framework:

     

     

    CMAS Status 2022-2023:

    • SPF

     
    • CMAS Status by Subgroup 

     

    CMAS Growth:

    • SPF:

     
    • MGP by Subgroup:
      • All School Literacy: 70
      • All School Math: 64
      • IEP Literacy: 56.5
      • IEP Math: 64
      • Student of Color Literacy: 71.5
      • Student of Color Math: 69
      • Free and Reduced Lunch Literacy: 60
      • Free and Reduced Lunch Math: 62

    Additional Trend Information:

    As a fifth year school, we finally have trend data as it relates to CMAS performance over a three year window, showing a consistent year-over-year overall increase in both math and literacy for CMAS Status/Scale Score:




    Middle school students are increasing from year to year, we continue to have gaps in our MGP by sub group. However, we continue to have some gaps in subgroup MGP.

    • MGP by Subgroup:
      • All School Literacy: 70
      • All School Math: 64
      • IEP Literacy: 56.5
      • IEP Math: 64
      • Student of Color Literacy: 71.5
      • Student of Color Math: 69
      • Free and Reduced Lunch Literacy: 60
      • Free and Reduced Lunch Math: 62

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  CMAS Math MGP

    Though we are proud of our Math MGP data from the 2022-2023 school year, we want to continue striving towards MGPs in math at or above 60, especially of our students of color and our students with disabilities.

    Area of Focus: Math growth


    Root Cause: Developing a Robust MTSS Process

    In a build-up school, and a middle school no less, it was challenging for us to create concrete MTSS systems as we were in the process of rolling out our Tier 1 instruction, and our data collection processes for the first time. This led to slow response times from the time of teacher/parent concern to the student receiving dedicated supports and/or referrals to the process.

    Root Cause: Absence of Intervention Curriculum

    Previous to the 2023-2024 school year, teachers were developing their own intervention curriculum based on formative data. And while students did grow under this model, we were not taking advantage of evidence-based intervention curriculum that can likely helps students grow more quickly.

    Root Cause: Disparate Systems

    Prior to this year, we had different systems to support teachers in their professional development and data reflection systems. PD was delivered whole group and not necessarily differentiated to staff need, data teams were not intentionally tied to our DEI initiatives, and our special education staff was having to support multiple grades at a time. This did not maximize our resources and teacher development on behalf of our subgroups.


    Priority Performance Challenge:  CMAS ELA MGP

    Though we are proud of our ELA MGP data from the 2022-2023 school year, we want to continue striving towards MGPs in math at or above 60, especially of our students of color and our students with disabilities.

    Area of Focus: ELA growth


    Root Cause: Developing a Robust MTSS Process

    In a build-up school, and a middle school no less, it was challenging for us to create concrete MTSS systems as we were in the process of rolling out our Tier 1 instruction, and our data collection processes for the first time. This led to slow response times from the time of teacher/parent concern to the student receiving dedicated supports and/or referrals to the process.

    Root Cause: Absence of Intervention Curriculum

    Previous to the 2023-2024 school year, teachers were developing their own intervention curriculum based on formative data. And while students did grow under this model, we were not taking advantage of evidence-based intervention curriculum that can likely helps students grow more quickly.

    Root Cause: Disparate Systems

    Prior to this year, we had different systems to support teachers in their professional development and data reflection systems. PD was delivered whole group and not necessarily differentiated to staff need, data teams were not intentionally tied to our DEI initiatives, and our special education staff was having to support multiple grades at a time. This did not maximize our resources and teacher development on behalf of our subgroups.


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

    Student growth is incredibly important to us and we want to maintain the high bar we set as a school to stay accountable to student growth. Our primary foci are to maintain a high MGP for all students, but especially target our supports to our students of color and our students with disabilities to make sure they are growing at the same rate as their white/neurotypical peers respectively. As it stands, there is a gap between the ELA and Math MGPs of our black students specifically and our students on IEPs.

    How were the Root Causes were selected and verified:

    These root causes were selected based on a School-based Needs-Assessment which was analyzed by our school leadership team. This assessment showed that our MTSS, Intervention, and Special Education systems were not clearly aligned or fleshed out in a way that maximized student growth.  A nascent MTSS process, lack of formal intervention curriculua, and a few disparate systems are hypothesized to be negatively contributing to student growth in all subgroups.

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Implementing a Responsive MTSS Process

    What will success look like:

    		A successful MTSS process will allow students to enter our process through data-supported avenues (CMAS, MAP and formative assessments) and be urgently placed in appropriate intervention classes as needed. A student's progress will then be monitored on a weekly basis and growth will be analyzed every six weeks. Students within the MTSS process will be discussed at grade level teams to ensure that interventions are being implemented and tracked. Every grade level will have an MTSS Coordinator who will support teachers in collecting the correct data and involving parents in the process. Students who do not make adequate growth will be moved urgently to the special education referral process (within three ILT cycles if warranted). Given that a high percentage of our students of colors and disabilities are starting the year in intervention groups, an urgent response is necessary to support equitable growth.

    Describe the research/evidence base supporting the strategy:

    		Multi-Tiered System of Supports (MTSS) is a prevention-based framework using team-driven leadership and data-based problem solving to improve the outcomes of every student through family, school, and community partnerships, comprehensive assessment, and a layered continuum of supports. Implementation science and universal design for learning are employed to create one integrated system that focuses on increasing academic and behavioral outcomes to equitably support the varying needs of all students. (MTSS leverages the Implementation Science Active Implementation Frameworks (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005),

    Strategy Category:

    		Targeted Student Academic Supports

    Associated Root Causes:

    Developing a Robust MTSS Process: In a build-up school, and a middle school no less, it was challenging for us to create concrete MTSS systems as we were in the process of rolling out our Tier 1 instruction, and our data collection processes for the first time. This led to slow response times from the time of teacher/parent concern to the student receiving dedicated supports and/or referrals to the process.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    MAP Testing NWEA MAP testing will take place in the area of reading, math and science three times per year in order to help us make intervention placement decisions. 08/28/2023
    05/30/2025
    Quarterly     		Teachers, MTSS Team
    Intervention Data Collection 100% of teachers teaching intervention blocks will input baseline and post-assessment data into an MTSS tracker. 08/28/2023
    05/30/2025
    Monthly     		MTSS Team, Teachers
    MTSS Meetings The MTSS Team will meet every six weeks at the end of every intervention cycle to discuss student movement and growth. 08/28/2023
    05/30/2025
    Quarterly     		MTSS Team

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    MAP Analysis and Reflection
    		MTSS Team will analyze MAP data at the trimester to determine any new intervention group placements and to determine growth or lack of growth for students Tier 2 and Tier 3. 08/28/2023
    05/30/2025     		NWEA MAP Software, MTSS Team
    MTSS Conversations at GLT
    		Every Grade Level Team Meeting agenda will have an MTSS line item to discuss students within the MTSS process. MTSS Team members will discuss student interventions, accommodations, and align teams to provide consistent supports to students 08/28/2023
    05/30/2025     		Grade Level Team agendas, MTSS tracking document GLT and MTSS Leads
    Family Communication
    		At the beginning and end of every intervention cycle, the Advisor of the students within intervention will communicate with families about progress and/or next steps. 08/28/2023
    05/30/2025     		IC access, MTSS Data Tracker Advisors and MTSS Team
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    Implementation of Math and Literacy Curriculum

    What will success look like:

    		Students who demonstrate the need for Tier 2 reading interventions will have access to the STARI reading intervention curriculum. Students demonstrate the need for Tier 2 math intervention will receive Math180 for a minimum of six weeks. Students will have targeted, differentiated instruction throughout these curricula and should demonstrate growth in their reading and math performance more quickly. Given that a high percentage of our students of colors and disabilities are starting the year in intervention groups, high-quality intervention is necessary.

    Describe the research/evidence base supporting the strategy:

    		Strategic Adolescent Reading Intervention (STARI) is built around key research findings: - Adolescent struggling readers need to work on both basic reading skills and the skills that underlie deep comprehension: academic language, perspective-taking, and critical reading. - Texts need to engage students with issues in their lives and in the world. - Peer talk about text can develop reading engagement, perspective-taking, and critical reading. Math 180® is a blended-learning, intensive math intervention program that builds algebra competence in core or dedicated intervention classrooms, using best practices for striving students. Personalized software combined with teacher-facilitated instruction accelerate students toward grade-level proficiency, raising achievement scores by an average of 2+ years in one school year.

    Strategy Category:

    		Curriculum and Content

    Associated Root Causes:

    Absence of Intervention Curriculum: Previous to the 2023-2024 school year, teachers were developing their own intervention curriculum based on formative data. And while students did grow under this model, we were not taking advantage of evidence-based intervention curriculum that can likely helps students grow more quickly.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    MAP Implementation NWEA MAP testing will take place in the area of reading, math and science three times per year in order to help us determine student growth. 08/28/2023
    05/30/2025
    Quarterly     		Teachers
    Data Tracking 100% of teachers teaching intervention blocks will input baseline and post-assessment data into an MTSS tracker. 08/28/2023
    05/30/2025
    Quarterly     		Intervention Teachers
    Strategic Curriculum Roll-out 100% of intervention teachers will roll out first intervention units by the second intervention cycle. 08/28/2023
    05/30/2025
    Quarterly     		Intervention Teachers

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Intervention Teacher Meetings
    		Teacher who will be teaching our Intervention Curriculum will meet with a school leader every trimester to discuss curriculum implementation, successes, and potential next steps. 08/28/2023
    05/30/2025     		Intervention Curriculum Tracker Intervention Teachers
    Planning Days
    		Teachers teaching the new intervention curriculum will be given two planning days to familiarize self with the curriculum and prepare student materials between units 08/28/2023
    05/30/2025     		Curriculum Materials Intervention Teachers
    Intervention and MTSS Meeting
    		Intervention Teachers and the MTSS Team will meet in May to analyze how the curriculum may have contributed to growth for some or growth for others and determine any trends that may exist based on the curriculum 08/28/2023
    05/30/2025     		Curriculum material, MTSS data tracker Intervention Teachers and MTSS Team
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    Alignment of Systems

    What will success look like:

    		We are creating a new system to align professional development, data analysis, and teacher coaching called Professional Growth Plans (PGP). Teachers will create a PGP and participate in a Professional Growth Team (PGTs) on a bi-monthly basis. PGTs will be a small group of teachers who receive differentiated PD together, go through the data-reflection process together as it relates to their PGT topic of focus (and the data of students of color and students with disabilities), plans for instruction together based on the outcome of these systems. Successful implementation of this system should result in improved academic outcomes on formatives, MAP and CMAS performance.

    Describe the research/evidence base supporting the strategy:

    		Culturally Responsive Education (CRE) Data-Driven Instruction (DDI) Standards-Based Instruction

    Strategy Category:

    		Continuous Improvement

    Associated Root Causes:

    Disparate Systems: Prior to this year, we had different systems to support teachers in their professional development and data reflection systems. PD was delivered whole group and not necessarily differentiated to staff need, data teams were not intentionally tied to our DEI initiatives, and our special education staff was having to support multiple grades at a time. This did not maximize our resources and teacher development on behalf of our subgroups.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Professional Growth Plan Development 100% of teachers will complete a Professional Growth Plan during August PD. 08/28/2023
    05/30/2025
    Quarterly     		Teachers
    Professional Growth Team Participation 100% of teachers will join a PGT based on interest and coach feedback regarding next phases of growth. 08/28/2023
    05/30/2025
    Quarterly     		Teachers, Coaches
    Professional Growth Plan Review 100% of teachers will share their PGPs with their instructional coach and admin. 08/28/2023
    05/30/2025
    Quarterly     		Teachers

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    PGP Development
    		Coaches will collaborate with teachers to set instructional, data, and professionalism goals. These goals will change throughout the year based on teachers meeting their goals. 08/28/2023
    05/30/2025     		Professional Growth Plan Instructional Coaches and teachers
    PGT Facilitator Meetings
    		PGT Leads will meet monthly to collaborate on PGT facilitation techniques, problems of practice, and when applicable, content development and data reflection practices. 08/28/2023
    05/30/2025     		PGT Agendas and Syllabi PGT Leads
    Learning Labs
    		PGTs will be given the opportunity to have twice yearly learning labs where teachers within a PGT will be able to observe each other utilizing the strategies from the content, unpack this as a team, and have dedicated time to plan for next steps in response. 08/28/2023
    05/30/2025     		Guest teachers, learning lab protocol Teachers
    Non-Contact Day Professional Development
    		Every non-student-contact day, PGTs will meet to have 1.5 hours of PGT professional development based on the topic of the PGT. 08/28/2023
    05/30/2025     		PGT Planning Resources PGT Leads and Teachers

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : CMAS Math MGP

    Performance Indicator:

    		 Academic Growth

    Measures / Metrics:

    		 M
    ANNUAL
    PERFORMANCE
    TARGETS
    2023-2024: Maintain an MGP of 60 or higher at the whole school level.
    2024-2025:

    INTERIM MEASURES FOR 2023-2024:

    Performance Indicator:

    		 Academic Growth

    Measures / Metrics:

    		 M
    ANNUAL
    PERFORMANCE
    TARGETS
    2023-2024: Maintain an MGP of 60 or higher for students of color.
    2024-2025:

    INTERIM MEASURES FOR 2023-2024:

    Performance Indicator:

    		 Academic Growth

    Measures / Metrics:

    		 M
    ANNUAL
    PERFORMANCE
    TARGETS
    2023-2024: Attain an MGP of 56 for our students with disabilities.
    2024-2025:

    INTERIM MEASURES FOR 2023-2024:

    Priority Performance Challenge : CMAS ELA MGP

    Performance Indicator:

    		 Academic Growth

    Measures / Metrics:

    		 ELA
    ANNUAL
    PERFORMANCE
    TARGETS
    2023-2024: Maintain an MGP of 60 or higher at the whole school level.
    2024-2025:

    INTERIM MEASURES FOR 2023-2024:

    Performance Indicator:

    		 Academic Growth

    Measures / Metrics:

    		 ELA
    ANNUAL
    PERFORMANCE
    TARGETS
    2023-2024: Maintain an MGP of 60 or higher for students of color.
    2024-2025:

    INTERIM MEASURES FOR 2023-2024:

    Performance Indicator:

    		 Academic Growth

    Measures / Metrics:

    		 ELA
    ANNUAL
    PERFORMANCE
    TARGETS
    2023-2024: Attain an MGP of 56 for our students with disabilities.
    2024-2025:

    INTERIM MEASURES FOR 2023-2024:

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