Colorado's Unified Improvement Plan for Schools

Barney Ford 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
  • K-5 Literacy Growth and Achievement, 2205 2024
    		•
  • Ineffective System to support Standards-Based Instruction
  • Lack of an intentional and aligned attendance intervention system
    		•
  • Standards-Based Instruction
  • Coaching/Observation-Feedback
  • Attendance Intervention System
    		•
  • Math Growth and Achievement, 2205 2024
    		•
  • Ineffective System to support Standards-Based Instruction
  • Lack of an intentional and aligned attendance intervention system
    		•
  • Standards-Based Instruction
  • Coaching/Observation-Feedback
  • Attendance Intervention System
    		•
  • Low Attendance/High Chronic Absenteeism, 2205 2024
    		•
  • Lack of an intentional and aligned attendance intervention system
    		•
  • Attendance Intervention System
    		•


    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


    Barney Ford Elementary School is a Transitional Native Language Instruction (TNLI) school with grades PreK-05 in Far Northeast Denver. Here is a link to the website https://ford.dpsk12.org/

    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

    We selected literacy, math and attendance. Attendance and chronic absenteeism contributes to overall students success or lack thereof. Literacy is critical to overall school success in all subjects and our math data indicates this is an area for improvement. We also considered CMAS Science but did not select it as improvement in reading will support greater growth and achievement in Science. We considered but did not select ACCESS because ACCESS growth was fairly strong and we can address language development and vocabulary growth through literacy.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  K-5 Literacy Growth and Achievement, 2205 2024

    Area of Focus: English/Language Arts achievement


    Root Cause: Ineffective System to support Standards-Based Instruction

    We do not yet have a system to support staff with highly effective unit and lesson planning to develop most important conceptual stamps and lead effective discourse. We do not yet have a system that differentiates support for newer teachers, experienced teachers that are new to our building and other teachers that may struggle with planning and/or implementation of highly effective Instruction.

    Root Cause Category: Instruction

    Root Cause: Lack of an intentional and aligned attendance intervention system

    Although we had attendance supports in place, they were not intentionally aligned in a comprehensive attendance system. The attendance team met and had a good sense as to which students were not attending, and the system did not support follow-up interventions and strengthened family-school connections.

    Root Cause Category: Instruction


    Priority Performance Challenge:  Math Growth and Achievement, 2205 2024

    Area of Focus: Math achievement


    Root Cause: Ineffective System to support Standards-Based Instruction

    We do not yet have a system to support staff with highly effective unit and lesson planning to develop most important conceptual stamps and lead effective discourse. We do not yet have a system that differentiates support for newer teachers, experienced teachers that are new to our building and other teachers that may struggle with planning and/or implementation of highly effective Instruction.

    Root Cause Category: Instruction

    Root Cause: Lack of an intentional and aligned attendance intervention system

    Although we had attendance supports in place, they were not intentionally aligned in a comprehensive attendance system. The attendance team met and had a good sense as to which students were not attending, and the system did not support follow-up interventions and strengthened family-school connections.

    Root Cause Category: Instruction


    Priority Performance Challenge:  Low Attendance/High Chronic Absenteeism, 2205 2024

    Area of Focus: Student Engagement (e.g. attendance, mobility, chronic absenteeism)


    Root Cause: Lack of an intentional and aligned attendance intervention system

    Although we had attendance supports in place, they were not intentionally aligned in a comprehensive attendance system. The attendance team met and had a good sense as to which students were not attending, and the system did not support follow-up interventions and strengthened family-school connections.

    Root Cause Category: Instruction

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Standards-Based Instruction

    Describe the research/evidence base supporting the strategy:

    		Standards-Based Instruction has an evidence base from researchers such as Paul Bambrick-Santoyo, D. Buehl and Shanahan & Shanahan.

    Strategy Category:

    		Research-based Instructional Practices

    Associated Root Causes:

    Ineffective System to support Standards-Based Instruction: We do not yet have a system to support staff with highly effective unit and lesson planning to develop most important conceptual stamps and lead effective discourse. We do not yet have a system that differentiates support for newer teachers, experienced teachers that are new to our building and other teachers that may struggle with planning and/or implementation of highly effective Instruction.

    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
    > >

    Coaching/Observation-Feedback

    Describe the research/evidence base supporting the strategy:

    		Teacher Coaching has an evidence base from researchers such as Paul Bambrick-Santoyo, Linda Darling-Hammond, Michael Fullan and Jim Knight.

    Strategy Category:

    		Targeted Talent Development

    Associated Root Causes:

    Ineffective System to support Standards-Based Instruction: We do not yet have a system to support staff with highly effective unit and lesson planning to develop most important conceptual stamps and lead effective discourse. We do not yet have a system that differentiates support for newer teachers, experienced teachers that are new to our building and other teachers that may struggle with planning and/or implementation of highly effective Instruction.

    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
    > >

    Attendance Intervention System

    Describe the research/evidence base supporting the strategy:

    		Attendance Intervention Systems have an evidence base from researchers including R. Balfanz, J. Epstein and Attendance Works.

    Strategy Category:

    		Continuous Improvement

    Associated Root Causes:

    Lack of an intentional and aligned attendance intervention system: Although we had attendance supports in place, they were not intentionally aligned in a comprehensive attendance system. The attendance team met and had a good sense as to which students were not attending, and the system did not support follow-up interventions and strengthened family-school connections.

    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 : K-5 Literacy Growth and Achievement, 2205 2024

    Priority Performance Challenge : Math Growth and Achievement, 2205 2024

    Priority Performance Challenge : Low Attendance/High Chronic Absenteeism, 2205 2024

    Attachments List

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