Colorado's Unified Improvement Plan for Schools

Eagle Ridge 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
  • K-6 Writing Achievement
    		•
  • Lack of a building-wide writing framework
    		•
  • Adopt the Depth and Complexity Framework
  • Adopt the thinkSRSD Writing Framework
    		•
  • K-6 Math Achievement
    		•
  • Lack of instructional practices aligned to differentiated student needs.
    		•
  • Adopt the Depth and Complexity Framework
    		•
  • ELA Achievement for Sub Populations
    		•
  • High mobility rate leading to increase of students with academic gaps
    		•
  • Wonder Works Intervention Program
    		•


    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


    Eagle Ridge Elementary is committed to excellence by inspiring our students to learn, lead, and grow into the best version of themselves. Eagle Ridge has a dedicated staff that works collaboratively with our students and parent community to create an environment that focuses on the diverse needs of our all students to support them with their specific needs. Through the previous research and work within the Science of Reading, our school has adopted a new core reading series to challenge our students in the components of literacy.

    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

    The selection of Writing Achievement, Math Achievement, and ELA Achievement for special demographic subpopulations as priority performance areas is grounded in both quantitative data and the observed needs of diverse student groups. In writing, students in grades 3-6 averaged only 31% of the points possible on the CMAS ELA Writing Overall subclaim, indicating a significant need for improvement in this essential skill, which is foundational for academic success across content areas. Math achievement data shows that only 37% of students are meeting or exceeding grade-level standards, falling short of the 50% target. This suggests that inconsistent pacing and curriculum fidelity, coupled with student turnover, are contributing to the gap in math proficiency. Additionally, ELA achievement is particularly concerning for specific demographic subpopulations, such as Students With Disabilities, Hispanic or Latino students, and Students Eligible for Free/Reduced Meals, whose performance is below that of their peers. Addressing these areas is critical to ensuring that all students, especially those in traditionally underserved groups, receive equitable opportunities to achieve academic success. These focus areas align with the school's commitment to close achievement gaps and provide targeted support where it is most needed.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  K-6 Writing Achievement

    Area of Focus: English/Language Arts achievement


    Root Cause: Lack of a building-wide writing framework

    The root cause of low writing achievement can be traced to the absence of a consistent, building-wide writing framework. Without a unified approach, teachers across grade levels may employ different strategies and expectations for student writing, leading to fragmented instruction and inconsistent skill development. This lack of alignment means students are not receiving the structured, cumulative writing practice needed to build proficiency over time. Additionally, the absence of shared practices and clear expectations hinders collaboration among educators, making it difficult to track student progress or implement effective interventions. Establishing a common framework is crucial for providing students with coherent, high-quality writing instruction that promotes mastery across all grades.

    Root Cause Category: Instruction


    Priority Performance Challenge:  K-6 Math Achievement

    Area of Focus: Math achievement


    Root Cause: Lack of instructional practices aligned to differentiated student needs.

    A root cause of low math achievement is the need for more instructional practices that are better aligned to differentiated student needs. While teachers work hard to deliver effective lessons, varying levels of student readiness can make it challenging to meet the needs of all learners. Some students may require more support with foundational skills, while others benefit from enrichment or more advanced problem-solving opportunities. Without consistently tailoring instruction to these diverse needs, it can be difficult to ensure that every student is appropriately challenged and supported in their learning. By focusing on more intentional differentiation, instruction can become more responsive, helping all students grow and succeed in math.

    Root Cause Category: Instruction


    Priority Performance Challenge:  ELA Achievement for Sub Populations

    Area of Focus: English/Language Arts achievement


    Root Cause: High mobility rate leading to increase of students with academic gaps

    The high mobility rate among students is a significant root cause of low ELA achievement, particularly for student subgroup populations. Frequent transitions between schools can disrupt students’ learning trajectories, as they may miss critical instruction and struggle to keep pace with new curricula. Each new environment often presents different teaching methods, expectations, and resources, making it difficult for mobile students to build on prior knowledge effectively. This inconsistency can lead to widening academic gaps, particularly in essential areas like reading and writing, where foundational skills are crucial for progression. As a result, students who frequently move may find it challenging to achieve proficiency in ELA, contributing to lower overall performance in this subject.

    Root Cause Category: Intervention Systems

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Adopt the Depth and Complexity Framework

    Describe the research/evidence base supporting the strategy:

    		The Depth and Complexity Framework is supported by research that highlights its effectiveness in enhancing critical thinking, problem-solving, and conceptual understanding, particularly in diverse and mixed-ability classrooms. Studies have shown that students exposed to Depth and Complexity prompts perform better in higher-order thinking tasks, as the framework encourages them to move beyond surface-level understanding to analyze, evaluate, and synthesize information. Research also supports its use as a tool for differentiation, helping teachers tailor instruction to meet the varying cognitive needs of students. In particular, the framework has been shown to be effective in supporting both gifted students and those needing more structured guidance by offering different entry points for engagement with content. By promoting depth (thorough exploration of key concepts) and complexity (consideration of multiple perspectives or connections), the framework fosters a more rigorous learning environment, leading to improved outcomes in subjects like math where conceptual mastery is critical. This evidence positions the Depth and Complexity Framework as a valuable strategy for addressing math achievement gaps.

    Strategy Category:

    		Research-based Instructional Practices

    Associated Root Causes:

    Lack of a building-wide writing framework: The root cause of low writing achievement can be traced to the absence of a consistent, building-wide writing framework. Without a unified approach, teachers across grade levels may employ different strategies and expectations for student writing, leading to fragmented instruction and inconsistent skill development. This lack of alignment means students are not receiving the structured, cumulative writing practice needed to build proficiency over time. Additionally, the absence of shared practices and clear expectations hinders collaboration among educators, making it difficult to track student progress or implement effective interventions. Establishing a common framework is crucial for providing students with coherent, high-quality writing instruction that promotes mastery across all grades.

    Lack of instructional practices aligned to differentiated student needs.: A root cause of low math achievement is the need for more instructional practices that are better aligned to differentiated student needs. While teachers work hard to deliver effective lessons, varying levels of student readiness can make it challenging to meet the needs of all learners. Some students may require more support with foundational skills, while others benefit from enrichment or more advanced problem-solving opportunities. Without consistently tailoring instruction to these diverse needs, it can be difficult to ensure that every student is appropriately challenged and supported in their learning. By focusing on more intentional differentiation, instruction can become more responsive, helping all students grow and succeed in math.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Daily implementation of the Depth and Complexity icons

    		Administration

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU0000037YT3
    		08/01/2024
    08/31/2024     		Administration
    a05PU0000037YT4
    		08/01/2024
    08/31/2024     		Administration
    >

    Wonder Works Intervention Program

    Describe the research/evidence base supporting the strategy:

    		The Wonder Works Intervention Program is backed by a wealth of research demonstrating its effectiveness in improving literacy outcomes for struggling readers. Studies show that targeted interventions, such as those provided by Wonder Works, significantly enhance reading skills among students who are at risk of falling behind, particularly in diverse and high-needs populations. The program's focus on explicit instruction in key literacy components—such as phonemic awareness, vocabulary development, and comprehension strategies—aligns with best practices identified in the National Reading Panel’s findings, which highlight the importance of these areas for reading success. Furthermore, research indicates that interventions tailored to students’ specific needs, combined with regular progress monitoring, lead to better academic outcomes. Schools implementing Wonder Works have reported measurable improvements in student reading levels and increased engagement in literacy activities. This evidence reinforces the efficacy of the Wonder Works Intervention Program as a strategic response to addressing low ELA achievement among student subgroup populations, particularly those affected by high mobility.

    Associated Root Causes:

    High mobility rate leading to increase of students with academic gaps: The high mobility rate among students is a significant root cause of low ELA achievement, particularly for student subgroup populations. Frequent transitions between schools can disrupt students’ learning trajectories, as they may miss critical instruction and struggle to keep pace with new curricula. Each new environment often presents different teaching methods, expectations, and resources, making it difficult for mobile students to build on prior knowledge effectively. This inconsistency can lead to widening academic gaps, particularly in essential areas like reading and writing, where foundational skills are crucial for progression. As a result, students who frequently move may find it challenging to achieve proficiency in ELA, contributing to lower overall performance in this subject.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Full implementation of Wonder Works program by Special ED and Intervention

    		Administration

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU0000037ZCD
    		02/01/2024
    07/01/2024     		Administration
    a05PU0000037ZCE
    		08/01/2024
    05/31/2025     		Administration
    > >

    Adopt the thinkSRSD Writing Framework

    Describe the research/evidence base supporting the strategy:

    		The thinkSRSD Writing Framework is supported by a robust body of evidence and research demonstrating its effectiveness in improving student writing achievement. Grounded in the Self-Regulated Strategy Development (SRSD) model, research has shown that this approach significantly enhances students' ability to plan, organize, and revise their writing, leading to higher-quality writing outcomes. Studies indicate that SRSD is particularly effective for diverse learners, including students with disabilities and those from low-income backgrounds, by providing clear, structured strategies that support their writing development. Meta-analyses of SRSD have shown large effect sizes for improving writing skills across multiple grade levels and student populations. The framework's emphasis on self-regulation—such as goal setting, self-assessment, and revision—also fosters independence and motivation, critical factors in long-term academic success. Additionally, thinkSRSD has been implemented successfully in various schools, where it has led to notable gains in student writing performance and engagement. This evidence strongly supports thinkSRSD as a proven, research-based strategy for addressing writing achievement gaps and improving overall student outcomes.

    Strategy Category:

    		Research-based Instructional Practices

    Associated Root Causes:

    Lack of a building-wide writing framework: The root cause of low writing achievement can be traced to the absence of a consistent, building-wide writing framework. Without a unified approach, teachers across grade levels may employ different strategies and expectations for student writing, leading to fragmented instruction and inconsistent skill development. This lack of alignment means students are not receiving the structured, cumulative writing practice needed to build proficiency over time. Additionally, the absence of shared practices and clear expectations hinders collaboration among educators, making it difficult to track student progress or implement effective interventions. Establishing a common framework is crucial for providing students with coherent, high-quality writing instruction that promotes mastery across all grades.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Full implementation of 2 rubrics by each grade level

    		Administration

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU0000037YuT
    		05/01/2024
    08/31/2024     		PLS

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : K-6 Writing Achievement

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Students in grades 3-6 will averaged at least 37% of the points possible on the CMAS ELA Writing Overall Subclaim.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : K-6 Math Achievement

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Students in grades 3-6 will averaged at least 41% of the points possible on the CMAS MATH Reasoning domain
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : ELA Achievement for Sub Populations

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: MLL students will average a scale score of at least 737 on the CMAS ELA assessment
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

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