Colorado's Unified Improvement Plan for Schools

Montbello 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
  • ELA and Math Growth and Status, 2209 2024
    		•
  • Ineffective System to support Standards-Based Instruction
    		•
  • Data-Driven Instruction
    		•
  • Low Student Attendance, 2209 2024
    		•
  • Ineffective Attendance System
    		•
  • Multi-Tiered Systems of Support
  • Attendance Intervention
    		•
  • Low Graduation Rate/ Low On Track To Graduate Rate, 2209 2024
    		•
  • Ineffective System to support Standards-Based Instruction
    		•
  • Data-Driven 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


    Montbello High School is a Transitional Native Language Instruction (TNLI) school with grades 09-12 in Far Northeast Denver. Here is a link to the website https://montbellohs.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

    CoSAT EBRW and Math, Attendance Rates, ............... are vital priorities and goals for us as a school community which will lead to clear success and outcomes for our students. PPC 1 is very important because success on these metrics will lead to increased opportunities for students. PPC 2 directly ties to this astheir is a tight correlation between attendance and academic achievement and too achieve these goals we need to increase attendance rate and reduce the number of students who are chronically absent. PPC 3 should be the culmination of the success from PPC 1 and 2, and greater academic success and attendance should lead to higher graduation rate, the purpose of our school. Other data that was considered includes Science achievement, behavioral data, BESS (social emotional risk levels), and ACCESS scores. Montbello HS did not select these as priorities for the 2024-25 school year because............ In order to perform well on science, both literacy and math must be addressed. All of these data points will continue to be monitored and addressed.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  ELA and Math Growth and Status, 2209 2024

    Area of Focus: Other achievement


    Root Cause: Ineffective System to support Standards-Based Instruction

    We do not yet have effective systems to develop teachers' capacity in creating standards based, differentiated lesson plans. Consequently, key elements of the classroom instructions are missing, such as student's independent practice, clear systems for student collaboration and communication, as well standards based assessments.

    Root Cause Category: Intervention Systems


    Priority Performance Challenge:  Low Student Attendance, 2209 2024

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


    Root Cause: Ineffective Attendance System

    We did not have a clear school-wide system to track and address attendance challenges with staff, students, and families.

    Root Cause Category: Student engagement systems


    Priority Performance Challenge:  Low Graduation Rate/ Low On Track To Graduate Rate, 2209 2024

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


    Root Cause: Ineffective System to support Standards-Based Instruction

    We do not yet have effective systems to develop teachers' capacity in creating standards based, differentiated lesson plans. Consequently, key elements of the classroom instructions are missing, such as student's independent practice, clear systems for student collaboration and communication, as well standards based assessments.

    Root Cause Category: Intervention Systems

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Multi-Tiered Systems of Support

    Describe the research/evidence base supporting the strategy:

    		MTSS leverages the Implementation Science Active Implementation Frameworks (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005),

    Strategy Category:

    		Targeted Student Academic Supports

    Associated Root Causes:

    Ineffective Attendance System: We did not have a clear school-wide system to track and address attendance challenges with staff, students, and families.

    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
    > >

    Data-Driven Instruction

    Describe the research/evidence base supporting the strategy:

    		DDI has an evidence base from researchers such as Paul Bambrick-Santoyo, Michael Fullan and Jim Knight.

    Strategy Category:

    		Data-Informed Instruction

    Associated Root Causes:

    Ineffective System to support Standards-Based Instruction: We do not yet have effective systems to develop teachers' capacity in creating standards based, differentiated lesson plans. Consequently, key elements of the classroom instructions are missing, such as student's independent practice, clear systems for student collaboration and communication, as well standards based assessments.

    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

    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:

    Ineffective Attendance System: We did not have a clear school-wide system to track and address attendance challenges with staff, students, and families.

    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 : ELA and Math Growth and Status, 2209 2024

    Priority Performance Challenge : Low Student Attendance, 2209 2024

    Priority Performance Challenge : Low Graduation Rate/ Low On Track To Graduate Rate, 2209 2024

    Attachments List

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