Colorado's Unified Improvement Plan for Schools

Steck 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
  • Insufficient literacy growth for all students, 8222 2024
    		•
  • Lack of system to support professional learning communities
    		•
  • Professional Learning Communities
    		•
  • Student Engagement, 8222 2024
    		•
  • Lack of an intentional and aligned attendance intervention system
    		•
  • Attendance Intervention
    		•
  • Low READ Act proficiency for K-1 SOC , 8222 2024
    		•
  • Lack of systems to support Data Driven Instructions
    		•
  • 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


    Steck Elementary School is located in the Near Northeast region and supports grades PreK-05. Here is their website http://steck.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

    At Steck Elementary we strive to create a school environment that is supportive, trustworthy, accepting, responsible and safe. The three SPP's choses adhere to those attributes. Although we are a school that is rated performance, we believe that literacy growth has not been stable and increasing to match our achievement. We also believe that our students of color are not reaching early success in literacy and often fall below grade level on our fall i-Ready diagnostic assessment as conveyed with 3/5 grade levels decreasing in BOY OGL from 2023 to 2024 testing. We also see saw a 5% increase on Kinder READ plans in the spring. Lastly, our attendance is positive, but our chronic absenteeism has increased by twenty-five over the past year, with most of those students being students of color. For us to increase MGP in literacy, continue to grow our primary students. We need students at school daily to receive instruction that supports their academic goals.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Insufficient literacy growth for all students, 8222 2024

    Area of Focus: English/Language Arts growth


    Root Cause: Lack of system to support professional learning communities

    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: Instruction


    Priority Performance Challenge:  Student Engagement, 8222 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.

    Root Cause Category: Student engagement systems


    Priority Performance Challenge:  Low READ Act proficiency for K-1 SOC , 8222 2024

    Area of Focus: Early literacy


    Root Cause: Lack of systems to support Data Driven Instructions

    There is not a data driven instructional practice system in place that calibrates student work and progress to the success criteria.

    Root Cause Category: Data Analysis

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Professional Learning Communities

    Describe the research/evidence base supporting the strategy:

    		PLCs have an evidence base from researchers such as Richard DuFour and Paul Bambrick-Santoyo.

    Strategy Category:

    		Research-based Instructional Practices

    Associated Root Causes:

    Lack of system to support professional learning communities: 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:

    Lack of systems to support Data Driven Instructions: There is not a data driven instructional practice system in place that calibrates student work and progress to the success criteria.

    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:

    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.

    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 : Insufficient literacy growth for all students, 8222 2024

    Priority Performance Challenge : Student Engagement, 8222 2024

    Priority Performance Challenge : Low READ Act proficiency for K-1 SOC , 8222 2024

    Attachments List

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