Colorado's Unified Improvement Plan for Schools

Holm 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
  • Low ELA and Math Achievement, 4074 2024
    		•
  • Ineffective System to Support Instructional Planning and Data Use
  • Inconsistent system to support lesson/unit internalization
  • Lack of systems to build positive relationships with families
    		•
  • Coaching/Observation-Feedback
  • Data-Driven Instruction
  • Family-School-Community Partnering
    		•
  • K-3 Reading, 4074 2024
    		•
  • Inconsistent system to support lesson/unit internalization
  • Ineffective System to Support Instructional Planning and Data Use
  • Lack of systems to build positive relationships with families
    		•
  • Coaching/Observation-Feedback
  • Data-Driven Instruction
  • Family-School-Community Partnering
    		•
  • Student Engagement, 4074 2024
    		•
  • Lack of systems to build positive relationships with families
    		•
  • Family-School-Community Partnering
    		•


    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


    Holm Elementary School is a Transitional Native Language Instruction (TNLI) school with grades PreK-05 in Southeast Denver. Here is a link to the website http://holm.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

    K5 Literacy and Math skills are important for students to be successful in grades 6-12, graduate from high school and have college and career opportunities. In order for students to be able to benefit from academic instruction, they need to be present and able to socially-emotionally engage appropriately in the classroom lessons. Additional data considered included science, CMAS growth, TS Gold (Pre-K & K data), ACCESS growth, behavior-related data and BESS outcomes (social-emotional risk data). In order for students to be successful in science, literacy and math skills are necessary. All growth scores, including CMAS ELA, CMAS Math and ACCESS were strong or acceptable. TS Gold data is as expected. Behavior-related data and BESS data are at appropriate levels. All data will continue to be monitored and addressed as the needs arise.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Low ELA and Math Achievement, 4074 2024

    Area of Focus: Other achievement


    Root Cause: Ineffective System to Support Instructional Planning and Data Use

    We do not yet have an effective system to build teacher capacity for using data and planning for high quality Tier 1 instruction and reteach/differentiated lessons. Additionally, we have not yet built leaders' capacity with facilitating effective data and planning meetings.

    Root Cause Category: Data Analysis

    Root Cause: Inconsistent system to support lesson/unit internalization

    We do not yet have a year long plan that incorporates facilitated unit internalization and identification of misconceptions. With new curriculum being implemented the lack of supported planning caused a lack of consistency throughout the school.

    Root Cause Category: Teacher Development Systems

    Root Cause: Lack of systems to build positive relationships with families

    We do not yet have a system that support family-school partnerships with all families. Although partnerships have happened in some instances, the system does not actively support partnerships with all families, especially families who need additional outreach and encouragement.

    Root Cause Category: Family/community engagement


    Priority Performance Challenge:  K-3 Reading, 4074 2024

    Area of Focus: Early literacy


    Root Cause: Inconsistent system to support lesson/unit internalization

    We do not yet have a year long plan that incorporates facilitated unit internalization and identification of misconceptions. With new curriculum being implemented the lack of supported planning caused a lack of consistency throughout the school.

    Root Cause Category: Teacher Development Systems

    Root Cause: Ineffective System to Support Instructional Planning and Data Use

    We do not yet have an effective system to build teacher capacity for using data and planning for high quality Tier 1 instruction and reteach/differentiated lessons. Additionally, we have not yet built leaders' capacity with facilitating effective data and planning meetings.

    Root Cause Category: Data Analysis

    Root Cause: Lack of systems to build positive relationships with families

    We do not yet have a system that support family-school partnerships with all families. Although partnerships have happened in some instances, the system does not actively support partnerships with all families, especially families who need additional outreach and encouragement.

    Root Cause Category: Family/community engagement


    Priority Performance Challenge:  Student Engagement, 4074 2024

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


    Root Cause: Lack of systems to build positive relationships with families

    We do not yet have a system that support family-school partnerships with all families. Although partnerships have happened in some instances, the system does not actively support partnerships with all families, especially families who need additional outreach and encouragement.

    Root Cause Category: Family/community engagement

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    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 Instructional Planning and Data Use: We do not yet have an effective system to build teacher capacity for using data and planning for high quality Tier 1 instruction and reteach/differentiated lessons. Additionally, we have not yet built leaders' capacity with facilitating effective data and planning meetings.

    Inconsistent system to support lesson/unit internalization: We do not yet have a year long plan that incorporates facilitated unit internalization and identification of misconceptions. With new curriculum being implemented the lack of supported planning caused a lack of consistency throughout the school.

    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 Instructional Planning and Data Use: We do not yet have an effective system to build teacher capacity for using data and planning for high quality Tier 1 instruction and reteach/differentiated lessons. Additionally, we have not yet built leaders' capacity with facilitating effective data and planning meetings.

    Inconsistent system to support lesson/unit internalization: We do not yet have a year long plan that incorporates facilitated unit internalization and identification of misconceptions. With new curriculum being implemented the lack of supported planning caused a lack of consistency throughout the school.

    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
    > >

    Family-School-Community Partnering

    Describe the research/evidence base supporting the strategy:

    		Over 55 years of research indicate the level of impact that various FSCP activities and initiatives have on student outcomes. Research used for this strategy comes from Galindo, Sanders & Abel (2009); Hill & Tyson (2009); Jeynes (2010 and 2012); Sheldon & Jung (2018); Van Voorhis (2011); Constantino (2020); and Epstein (2010 and 2011).

    Strategy Category:

    		Family and Community Engagement

    Associated Root Causes:

    Lack of systems to build positive relationships with families: We do not yet have a system that support family-school partnerships with all families. Although partnerships have happened in some instances, the system does not actively support partnerships with all families, especially families who need additional outreach and encouragement.

    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 : Low ELA and Math Achievement, 4074 2024

    Priority Performance Challenge : K-3 Reading, 4074 2024

    Priority Performance Challenge : Student Engagement, 4074 2024

    Attachments List

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