Colorado's Unified Improvement Plan for Schools

Swigert International 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
  • Opportunity Gaps- Math
    		•
  • Vertical Alignment
  • Consistent data teams focused on math
  • Lack of coherent intervention from K-5
    		•
  • Alignment of Data Driven Instruction
  • Professional Learning
  • Assessment Alignment
  • Staffing
    		•
  • K-3 Literacy Growth
    		•
  • Inconsistent language block
  • Lack of an effective screener and assessment tool
    		•
  • Assessment Alignment
    		•
  • Writing with a focus on conventions and response to text
    		•
  • Lack of professional learning instructional focus on writing
    		•
  • Professional Learning
    		•


    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


    Swigert International School is one of 6 neighborhood schools that make up the Central Park Enrollment Zone in the NE part of Denver. Swigert is an International Baccalaureate Primary Years Program, ECE4-5th grade school. Swigert serves 668 ECE-5th grade students with 43% students of color and 22 languages represented. Swigert is an innovation school and part of Luminary Learning Network (LLN) Innovation Zone in Denver Public Schools. As an International Baccalaureate School Swigert strives to create innovative, intellectually curious students who share a sense of stewardship for creating a better and more peaceful world. Swigert uses Orton Gillingham and Heggerty to support early literacy and language skills from ECE-5th grade. Swigert has an emphasis on developing an international- mindedness across the school. Swigert provides a challenging and engaging intellectual program to ensure that each child reaches his or her full potential. Through highly effective instructional practices, and including the use of technology, the environment and community resources, Swigert inspires creativity, curiosity and critical thinking. Swigert develops respectful students who care for themselves, their communities and the world around them.

    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

    Swigert has identified three areas for our priority targets including closing our opportunity gaps in math, increasing our writing growth and achievement, especially in conventions and written expression, and reducing the number of students significantly below and below grade level in early literacy.


    Swigert's math proficiency (percentage of students meeting or exceeding) on CMAS in third through fifth grade is 70 percent; however, Swigert's Black Student proficiency data is at 20 percent. This large opportunity gap is the reason we selected priority performance number one-focusing on math alignment, professional learning, and targeted math intervention to support our black students in math growth and achievement.


    We have struggled for the past three years to get traction on our writing conventions and written expression. While, our READ ACT ISTATION data shows that we have 93% of our kindergarten, first, second, and third-grade students reading at or above grade level by the end of the year, Swigert's CMAS su claim data shows our lowest areas in literacy are i in writing. When you drill down to the subclaim level, our data show that are lowest areas are in conventions as well as written expression- with an average of third, fourth, and fifth grades at 35 and 37% proficiency. This data is the reason for a priority improvement strategy focused on writing and improving written expression and use of conventions.


    The reason for our final improvement strategy is around early literacy is two fold. First, we have switched to a new literacy assessment and our beginning of year data is showing an increase in students significnatly below and below grade level on this enw assessment than we have seen in the past. We are selecting this improvement strategy to allocate targeted time in professional learning and data teams to unpack the new literacy assessment data from DIBELS and plan for instructional moves that are based in the science of reading. This will also include professional learning and labs focused on our languge block, literacy interventions and the science of reading.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Opportunity Gaps- Math

    Area of Focus: Math achievement


    Root Cause: Vertical Alignment

    We have focused on Bridges Curriculum for the past six years from ECE-5th grade to create consistency for students with common approaches, strategies, language, and set up for math instruction. We have not worked closely as a school community to vertically align on the major standards, concepts and mathematical practices covered at each grade level. Without this alignment there is a lack of clarity on what students know coming in to the next grade level, what is expected to be mastered and where they need to end by the end of the year.

    Root Cause Category: Curriculum

    Root Cause: Consistent data teams focused on math

    Our DDI model has fluctuated between literacy and math. Our DDI schedule creates a six week cycle from writing to math to reading and doesn't provide adequate time to address the math needs of our students in a coherent manner and truly make necessary, consistent change over time. The lack of consistent focus on math has moved the focus away from critical data pieces and being able to narrow in on each grade level on a specific instructional next step.

    Root Cause Category: Data Analysis

    Root Cause: Lack of coherent intervention from K-5

    Swigert has historically allocated and funded (for the past 8 years) 1.5 literacy intervention FTE and a .5 math intervention FTE, focusing more on early literacy than math. This has led to inconsistency in math intervention and a mixed approach to math intervention at the lower grade levels.

    Root Cause Category: Intervention Systems


    Priority Performance Challenge:  K-3 Literacy Growth

    Area of Focus: Early literacy


    Root Cause: Inconsistent language block

    Swigert has a language block focused on Orton Gillingham to provide important sound/word analysis skills to student from ECE -5th grade. We introduced heggerty last year to include important phonemic awareness components but have not implemented it consistently from ECE-5th due to a clear schedule, follow up from coaches and training.

    Root Cause Category: Infrastructure (data, systems, identification)

    Root Cause: Lack of an effective screener and assessment tool

    Swigert used ISTATION as it's major read act and literacy assessment for the past 6 years. The assessment was provided limited information regarding specific data areas of strengths and needs. Teachers, admin and interventions struggled to create instructional next steps based on this assessment system and were unable to use it as an effective progress monitoring tool.

    Root Cause Category: Infrastructure (data, systems, identification)


    Priority Performance Challenge:  Writing with a focus on conventions and response to text

    Area of Focus: English/Language Arts achievement


    Root Cause: Lack of professional learning instructional focus on writing

    Even though our reading proficiency levels remained at 94% of students at or above grade level for the past three years on ISTATION we saw gaps in writing conventions and response to text in our subclaim data on CMAS and lower ELA achievement on CMAS for our third-grade students. Our ELA proficiency rate for meeting and exceeding for third grade was 63%, lower than our fourth and fifth grade met and exceed percentages by 7 to 10 percentage points. Our subclaim data showed a 35% meeting rate on conventions and 37 % for written expression, Swigert's lowest areas of proficency ISTATION provided data points for spelling, fluency and comprehension; however ,they did not correlate with our CMAS subclaim data points. Therefore, we need a diagnostic assessment tool to better determine areas of strength and next steps for instruction. These data points stamp the importance of adjusting our literacy approach to include intentional instruction on conventions and professional learning on writing.

    Root Cause Category: Instruction

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Alignment of Data Driven Instruction

    Describe the research/evidence base supporting the strategy:

    		Data driven instruction is a research based model that supports consistent data analysis and adjustmens in instruction based on student data

    Strategy Category:

    		Data Analysis & Reflection Practices

    Associated Root Causes:

    Vertical Alignment: We have focused on Bridges Curriculum for the past six years from ECE-5th grade to create consistency for students with common approaches, strategies, language, and set up for math instruction. We have not worked closely as a school community to vertically align on the major standards, concepts and mathematical practices covered at each grade level. Without this alignment there is a lack of clarity on what students know coming in to the next grade level, what is expected to be mastered and where they need to end by the end of the year.

    Consistent data teams focused on math: Our DDI model has fluctuated between literacy and math. Our DDI schedule creates a six week cycle from writing to math to reading and doesn't provide adequate time to address the math needs of our students in a coherent manner and truly make necessary, consistent change over time. The lack of consistent focus on math has moved the focus away from critical data pieces and being able to narrow in on each grade level on a specific instructional next step.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Consistent growth in math and writing for our subgroups and boost engagement

    		Instructional Leadership Team
    Feedback on DDI

    		Admin

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU0000030N2v
    		08/19/2024
    06/03/2025     		Admin
    a05PU0000030N2w
    		09/02/2024
    06/03/2025     		ILT
    a05PU0000030N2x
    		09/03/2024
    06/03/2025     		ILT and Admin
    > >

    Staffing

    Describe the research/evidence base supporting the strategy:

    		Targeted small group intervention aligned with student need and skill gap shows student growth and achievement, coupled with an effective MTSS system.

    Strategy Category:

    		Targeted Talent Development

    Associated Root Causes:

    Lack of coherent intervention from K-5: Swigert has historically allocated and funded (for the past 8 years) 1.5 literacy intervention FTE and a .5 math intervention FTE, focusing more on early literacy than math. This has led to inconsistency in math intervention and a mixed approach to math intervention at the lower grade levels.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Staffing model that includes increased intervention staffing and professional le

    		ILT, Admin, Teachers and Intervention Teachers
    Bi Monthly Intervention Teams

    		Admin and ILT

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU0000033Jqn
    		09/03/2024
    06/05/2025     		ILT/ADMIN
    > >

    Professional Learning

    Describe the research/evidence base supporting the strategy:

    		Effective and targeted professional learning communities grow student learning over time.

    Strategy Category:

    		Continuous Improvement

    Associated Root Causes:

    Vertical Alignment: We have focused on Bridges Curriculum for the past six years from ECE-5th grade to create consistency for students with common approaches, strategies, language, and set up for math instruction. We have not worked closely as a school community to vertically align on the major standards, concepts and mathematical practices covered at each grade level. Without this alignment there is a lack of clarity on what students know coming in to the next grade level, what is expected to be mastered and where they need to end by the end of the year.

    Lack of professional learning instructional focus on writing: Even though our reading proficiency levels remained at 94% of students at or above grade level for the past three years on ISTATION we saw gaps in writing conventions and response to text in our subclaim data on CMAS and lower ELA achievement on CMAS for our third-grade students. Our ELA proficiency rate for meeting and exceeding for third grade was 63%, lower than our fourth and fifth grade met and exceed percentages by 7 to 10 percentage points. Our subclaim data showed a 35% meeting rate on conventions and 37 % for written expression, Swigert's lowest areas of proficency ISTATION provided data points for spelling, fluency and comprehension; however ,they did not correlate with our CMAS subclaim data points. Therefore, we need a diagnostic assessment tool to better determine areas of strength and next steps for instruction. These data points stamp the importance of adjusting our literacy approach to include intentional instruction on conventions and professional learning on writing.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    instructional priorties implemented through classroom instruction

    		ILT/Admin

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU0000034mcD
    		07/30/2024
    09/03/2024     		Admin and ILT
    a05PU0000034mcE
    		09/10/2024
    06/04/2025     		ILT and Admin
    > >

    Assessment Alignment

    Describe the research/evidence base supporting the strategy:

    		Assessment that is targeted and supports student need leads to student achievement and growth.

    Strategy Category:

    		Assessment & Assessment Systems

    Associated Root Causes:

    Vertical Alignment: We have focused on Bridges Curriculum for the past six years from ECE-5th grade to create consistency for students with common approaches, strategies, language, and set up for math instruction. We have not worked closely as a school community to vertically align on the major standards, concepts and mathematical practices covered at each grade level. Without this alignment there is a lack of clarity on what students know coming in to the next grade level, what is expected to be mastered and where they need to end by the end of the year.

    Consistent data teams focused on math: Our DDI model has fluctuated between literacy and math. Our DDI schedule creates a six week cycle from writing to math to reading and doesn't provide adequate time to address the math needs of our students in a coherent manner and truly make necessary, consistent change over time. The lack of consistent focus on math has moved the focus away from critical data pieces and being able to narrow in on each grade level on a specific instructional next step.

    Inconsistent language block: Swigert has a language block focused on Orton Gillingham to provide important sound/word analysis skills to student from ECE -5th grade. We introduced heggerty last year to include important phonemic awareness components but have not implemented it consistently from ECE-5th due to a clear schedule, follow up from coaches and training.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Individual and small group needs met after assessment

    		Admin and ILT
    Instructional plans made after interim assessments 3-5

    		Teachers and ILT and Admin

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU0000034prp
    		09/27/2024
    06/05/2025     		Admin

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : Opportunity Gaps- Math

    Priority Performance Challenge : K-3 Literacy Growth

    Priority Performance Challenge : Writing with a focus on conventions and response to text

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