Colorado's Unified Improvement Plan for Schools

Eagle Academy 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
  • ELA Academic Growth
    		•
  • Misalignment between grade level expectations and classroom body of evidence.
    		•
  • Embedding Depth and Complexity into Courses
    		•
  • Attendance
    		•
  • Family engagement and struggle
    		•
  • Establish an Attendance Team
    		•
  • Growth for Targeted Support & Improvement
    		•
  • Achievement Gaps
  • Family engagement and struggle
    		•
  • Establish an Attendance Team
  • Embedding Depth and Complexity into Courses
    		•


    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


    Purpose of Program: Eagle Academy is DCSDs afternoon/evening high school dedicated to serving the needs of at-risk high school students seeking an alternative path to earning a high school diploma. Highlights of our school is an approach that meets each student where they are at both academically and emotionally. This is accomplished through small classroom sizes (15:1 ratio), a problem-based/personalized learning approach, a Mental Health team consisting of an Academic Counselor, Social Worker and two Therapist; offering a multitude of social/emotional supports. Eagle Academy respects that the social emotional wellness of our students impacts their academic achievement and their success in life. We are a preferred option for many families due to our success rate, specifically for our students with Individualized Education Plans and minority students. Our collaborative efforts are relational, prescriptive and personalized in order to ensure success for all students of all backgrounds. We are a family and an extended family. Mission: Eagle Academy is committed to providing students with a relevant learning experience that facilitates personal and academic exploration. Our program is anchored by Growth Mindset principles, which include nurturing confidence, applauding determination, grit and embracing creativity. Vision: Eagle Academy embraces a caring and positive family model empowering students to gain confidence and take initiatives building a fulfilling future founded on personal balance and healthy, nurturing relationships. Program Summary: Eagle students attend school Monday through Thursday from 1:10-8:35 pm and are encouraged to be employed, involved in a vocational training program or volunteer regularly for a minimum of 6 hours a week. Smaller class sizes (15:1), personalized instruction and a family atmosphere are the hallmarks of the Eagle Academy community that rekindles a student’s desire and passion to learn. Eagle also employs a more responsive Mental health model consisting of a Social Worker, Academic Counselor and 2-Therapist. This high attention and regular access to mental health support combined with a personalized/problem-based academic approach allows are program to meet students where they are at cognitively as well as socially and emotionally. Eagle accepts new students each quarter on a first come first served basis until 150 student slots are filled. Students wanting to be placed on the waiting list to attend Eagle Academy must complete and submit their application before being considered for enrollment by school officials. The application can be found on the Eagle website.

    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 ELA Academic Growth and Attendance as Student Performance Priorities is supported by key data trends and the potential impact on overall student success. Currently, students have a median growth percentile of 41.5 in ELA, which falls below the desired target of 50.0. This indicates that students are not progressing at the same rate as their peers across the state, making ELA a crucial area for improvement. Over time, ELA growth has remained below expectations, prompting the need for targeted interventions, such as the thinkSRSD writing framework, to enhance student performance in writing and reading comprehension. Improving ELA growth is vital for ensuring students' long-term academic success and readiness for future assessments.

    Similarly, Attendance has been identified as a critical area of concern, with 34% of students classified as chronically absent, meaning they have missed more than 10% of the school year. This rate of absenteeism is significantly higher than the target of 25%, and research consistently shows that chronic absenteeism is closely linked to lower academic performance. Addressing attendance issues will not only increase instructional time but also foster better engagement and achievement across content areas. Reducing chronic absenteeism is expected to have a positive ripple effect on overall school culture, student participation, and academic outcomes, particularly in ELA. By prioritizing both ELA growth and attendance, the school aims to support more robust and sustainable academic progress.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  ELA Academic Growth

    Area of Focus: English/Language Arts growth


    Root Cause: Misalignment between grade level expectations and classroom body of evidence.

    The root cause of misalignment between grade-level expectations and the classroom body of evidence refers to a gap between the standards set for student learning and the actual assessments, assignments, and instructional practices used in the classroom. This misalignment may result in students not being adequately challenged or supported to meet state or grade-level expectations, leading to lower academic performance and growth. Addressing this requires aligning instructional content, assessments, and teaching strategies with established standards to ensure students are being prepared effectively for their grade-level outcomes.

    Root Cause Category: Teacher Development


    Priority Performance Challenge:  Attendance

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


    Root Cause: Family engagement and struggle

    Low family engagement and challenges within families, such as lack of support or resources, contribute to chronic absenteeism. Barriers like transportation, work schedules, or limited communication with the school may prevent consistent attendance, impacting student achievement and engagement.

    Root Cause Category: Student engagement systems


    Priority Performance Challenge:  Growth for Targeted Support & Improvement

    Area of Focus: English/Language Arts growth


    Root Cause: Achievement Gaps

    These students may be experiencing gaps in key academic areas due to insufficient intervention in earlier grades.

    Root Cause Category: Intervention Systems

    Root Cause: Family engagement and struggle

    Low family engagement and challenges within families, such as lack of support or resources, contribute to chronic absenteeism. Barriers like transportation, work schedules, or limited communication with the school may prevent consistent attendance, impacting student achievement and engagement.

    Root Cause Category: Student engagement systems

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    >

    Establish an Attendance Team

    Describe the research/evidence base supporting the strategy:

    		The Major Improvement Strategy to establish an Attendance Team is supported by extensive research demonstrating the critical link between attendance and academic achievement. Studies consistently show that chronic absenteeism, defined as missing 10% or more of school days, is one of the strongest predictors of poor academic performance and higher dropout rates. Students who are chronically absent are significantly less likely to perform well in core subjects like reading and math, and they are at greater risk of not graduating on time. Research from Attendance Works highlights the importance of early identification and intervention, with schools that establish attendance teams and use data-driven approaches seeing significant improvements in reducing absenteeism. Moreover, engaging families and the broader school community has been proven to be a key factor in improving attendance. According to the U.S. Department of Education, schools that maintain structured and supportive communication with families tend to see reduced rates of chronic absenteeism, as families are better equipped to address barriers to regular attendance. Attendance teams play a vital role in facilitating this communication and ensuring families receive the necessary support. Additionally, the use of a Multi-Tiered Systems of Support (MTSS) framework has been shown to be effective in addressing varying levels of attendance issues. Research from the American Institutes for Research supports the implementation of tiered interventions, where students with more severe attendance challenges receive individualized, intensive support. Finally, creating a positive and inclusive school climate has been linked to improved attendance. Schools that foster a welcoming environment where students feel connected and valued tend to have better attendance rates. According to research from the National Center for Education Statistics, promoting a positive school culture is especially important for marginalized students, who may face additional barriers to attending school regularly. By forming an Attendance Team, schools can effectively implement these evidence-based strategies to improve attendance and, ultimately, academic outcomes.

    Associated Root Causes:

    Family engagement and struggle: Low family engagement and challenges within families, such as lack of support or resources, contribute to chronic absenteeism. Barriers like transportation, work schedules, or limited communication with the school may prevent consistent attendance, impacting student achievement and engagement.

    Achievement Gaps: These students may be experiencing gaps in key academic areas due to insufficient intervention in earlier grades.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Increase personalized family engagement and develop early intervention protocols

    		Leadership Team

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU000002wNr7
    		09/02/2024
    09/20/2024     		Leadership
    > >

    Embedding Depth and Complexity into Courses

    Describe the research/evidence base supporting the strategy:

    		The Depth and Complexity Framework is supported by extensive research in gifted education and differentiated instruction, demonstrating its effectiveness in promoting higher-order thinking and deepening student engagement with content. Developed by Sandra Kaplan and Bette Gould, the framework was designed to meet the needs of gifted students, but research shows that its principles of critical and creative thinking benefit all learners by fostering inquiry-based learning environments. Studies have shown that using Depth and Complexity Icons leads to improved student performance on complex tasks by encouraging them to think beyond basic comprehension, analyze multiple perspectives, and make connections across disciplines. Moreover, the framework aligns with cognitive learning theories, such as Bloom's Taxonomy, emphasizing critical analysis, synthesis, and evaluation. By embedding this framework into courses, schools can create learning experiences that challenge students to explore content deeply, resulting in higher levels of academic achievement, critical thinking, and problem-solving skills. Furthermore, its flexibility in diverse classroom settings makes it a research-backed approach for improving instruction in heterogeneous groups, promoting equity in learning opportunities.

    Strategy Category:

    		Research-based Instructional Practices

    Associated Root Causes:

    Misalignment between grade level expectations and classroom body of evidence.: The root cause of misalignment between grade-level expectations and the classroom body of evidence refers to a gap between the standards set for student learning and the actual assessments, assignments, and instructional practices used in the classroom. This misalignment may result in students not being adequately challenged or supported to meet state or grade-level expectations, leading to lower academic performance and growth. Addressing this requires aligning instructional content, assessments, and teaching strategies with established standards to ensure students are being prepared effectively for their grade-level outcomes.

    Achievement Gaps: These students may be experiencing gaps in key academic areas due to insufficient intervention in earlier grades.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Enhance student engagement, critical thinking, instructional rigor.

    		Building Leadership

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU000002wRgD
    		08/01/2024
    05/31/2025     		Leadership
    a05PU000002wRgE
    		08/01/2024
    10/11/2024     		Leadership

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : ELA Academic Growth

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Students will earn a median growth percentile of at least 50.0 on the State calculated growth growth AEC framework
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Attendance

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: No more than 28% of students will be identified as chronically absent
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Growth for Targeted Support & Improvement

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Students will earn a median growth percentile of at least 50.0 on the State calculated growth growth AEC framework
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025:
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

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