Colorado's Unified Improvement Plan for Schools

Eagleton 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
  • Academic achievement and growth in 3-5 Math and ELA, 2364 2024
    		•
  • Lack of aligned DDI systems
  • Lack of a system to support culturally responsive mindsets in staff.
    		•
  • Data-Driven Instruction
  • Culturally Responsive Education
    		•
  • Early Literacy in K-3, 2364 2024
    		•
  • Lack of aligned DDI systems
  • Lack of a system to support culturally responsive mindsets in staff.
    		•
  • Data-Driven Instruction
  • Culturally Responsive Education
    		•
  • Overall Attendance, 2364 2024
    		•
  • Lack of a system to support culturally responsive mindsets in staff.
    		•
  • Culturally Responsive Education
    		•


    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


    Eagleton Elementary School is a Transitional Native Language Instruction (TNLI) school with grades PreK-05 in Northwest Denver. Here is a link to the website http://eagleton.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 chose K-5 literacy, math and attendance as priorities because they pertain to a larger portion of our population and contribute to overall success in many areas. These are especially important for student success in middle school, high school and postsecondary/career success. Other data considered included Science, behavioral-related data and BESS data (social-emotional risk levels). In order to achieve in science, literacy and math skills are necessary. Behavioral-related and BESS data have shown vast improvement and are at acceptable levels. Although ACCESS growth needs improvement, we will take this school year to assess the MLL programming in order to understand how to prioritize this data point effectively. We will continue to monitor all data points and address them should the need arise.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Academic achievement and growth in 3-5 Math and ELA, 2364 2024

    Area of Focus: Other achievement


    Root Cause: Lack of aligned DDI systems

    Lack of DDI aligned to Progress Monitoring Early Literacy data in K-3 to inform instruction and support cusp students along with unit and lesson planning in 4th and 5th grade. We have not yet prioritized a robust protocol for determining instructional next steps after analyzing progress monitoring data. Due to the lack of an effective protocol both at the intervention level and whole group level we have not been effective in determining next steps in instruction. Although our unit internalization process for math was prioritized in years past and results in student growth, we have not been able to leverage that work in order to impact current student growth. Additionally, our 4th and 5th grade teams will be implementing a new curriculum for literacy. We do not yet have efficient systems in place to support the effectiveness of this financial and human resource (ESSA Identification).

    Root Cause Category: Intervention Systems

    Root Cause: Lack of a system to support culturally responsive mindsets in staff.

    We do not yet have a system that supports all educators' mindsets around culturally responsive education, including students belonging to particular subgroups as well as students' individual lived experiences. The lack of a system that supports culturally responsive mindsets affects not only cognitive and classroom engagement but also attendance concerns.

    Root Cause Category: Equity


    Priority Performance Challenge:  Early Literacy in K-3, 2364 2024

    Area of Focus: Early literacy


    Root Cause: Lack of aligned DDI systems

    Lack of DDI aligned to Progress Monitoring Early Literacy data in K-3 to inform instruction and support cusp students along with unit and lesson planning in 4th and 5th grade. We have not yet prioritized a robust protocol for determining instructional next steps after analyzing progress monitoring data. Due to the lack of an effective protocol both at the intervention level and whole group level we have not been effective in determining next steps in instruction. Although our unit internalization process for math was prioritized in years past and results in student growth, we have not been able to leverage that work in order to impact current student growth. Additionally, our 4th and 5th grade teams will be implementing a new curriculum for literacy. We do not yet have efficient systems in place to support the effectiveness of this financial and human resource (ESSA Identification).

    Root Cause Category: Intervention Systems

    Root Cause: Lack of a system to support culturally responsive mindsets in staff.

    We do not yet have a system that supports all educators' mindsets around culturally responsive education, including students belonging to particular subgroups as well as students' individual lived experiences. The lack of a system that supports culturally responsive mindsets affects not only cognitive and classroom engagement but also attendance concerns.

    Root Cause Category: Equity


    Priority Performance Challenge:  Overall Attendance, 2364 2024

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


    Root Cause: Lack of a system to support culturally responsive mindsets in staff.

    We do not yet have a system that supports all educators' mindsets around culturally responsive education, including students belonging to particular subgroups as well as students' individual lived experiences. The lack of a system that supports culturally responsive mindsets affects not only cognitive and classroom engagement but also attendance concerns.

    Root Cause Category: Equity

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    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:

    Lack of aligned DDI systems: Lack of DDI aligned to Progress Monitoring Early Literacy data in K-3 to inform instruction and support cusp students along with unit and lesson planning in 4th and 5th grade. We have not yet prioritized a robust protocol for determining instructional next steps after analyzing progress monitoring data. Due to the lack of an effective protocol both at the intervention level and whole group level we have not been effective in determining next steps in instruction. Although our unit internalization process for math was prioritized in years past and results in student growth, we have not been able to leverage that work in order to impact current student growth. Additionally, our 4th and 5th grade teams will be implementing a new curriculum for literacy. We do not yet have efficient systems in place to support the effectiveness of this financial and human resource (ESSA Identification).

    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
    > >

    Culturally Responsive Education

    Describe the research/evidence base supporting the strategy:

    		Culturally Responsive Education has an evidence base from researchers including Gloria Ladson-Billings, Zaretta Hammond, Geneva Gay, Molan Cabrera, T.S. Dee & E.K. Penner, Christine Sleeter, and Brittany Aronson & Judson Laughter.

    Strategy Category:

    		Equitable Instructional Practices

    Associated Root Causes:

    Lack of a system to support culturally responsive mindsets in staff.: We do not yet have a system that supports all educators' mindsets around culturally responsive education, including students belonging to particular subgroups as well as students' individual lived experiences. The lack of a system that supports culturally responsive mindsets affects not only cognitive and classroom engagement but also attendance concerns.

    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 : Academic achievement and growth in 3-5 Math and ELA, 2364 2024

    Priority Performance Challenge : Early Literacy in K-3, 2364 2024

    Priority Performance Challenge : Overall Attendance, 2364 2024

    Attachments List

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