Colorado's Unified Improvement Plan for Schools

Pine Lane Elementary UIP 2024-25

      
 Download PDF

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
  • Proficiency Levels in Math
    		•
  • Inconsistent implementation of intervention system
  • Lack of a calibrated data system
    		•
  • Establishing Targeted Academic Intervention System for All Students
    		•
  • Proficiency Levels in ELA
    		•
  • Lack of a building-wide writing framework
  • Inconsistent implementation of intervention system
  • Lack of a calibrated data system
    		•
  • Adopt the thinkSRSD writing framework
  • Establishing Targeted Academic Intervention System for All Students
    		•


    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


    Overview Pine Lane's mission is to empower excellence in character, achievement, and contribution to a better world. Pine Lane Elementary School is a neighborhood school located in Parker, Co. We serve a diverse population of students and families bringing our school count to about 700 students. We have two campuses with one mission and vision. One campus houses primary students and the adjacent campus houses intermediate students. We also house 5 center-based programs: 1 Gifted and Talented, 2 Severe needs programs, and 2 affective needs programs. Our school is part of the Chaparral High School Feeder. Our class sizes average between 23-28 students. Curriculum, Assessment, Instruction Literacy Specialists provided to support early literacy development 2 additional academic interventionist Host site for the Parker Region Discovery Program (District Gifted and Talented Program) 2 Affective Needs Programs 2 Severe Needs Programs Co-teaching models to support all learners Positive Behavior Intervention and Supports approach and anti-bullying concentration that builds upon and maintains a positive, supportive, and inclusive climate and culture - Our staff includes 2 full-time counselors to help support anti-bullying and social-emotional school-wide efforts. Partnership with EL Education to support school culture and rigorous, well-designed instruction which addresses Colorado Academic Standards and Essential skills CREW: Daily class meetings to foster open communication, support student leadership, and inclusion 1:1 with student devices through 3rd grade which supports a blended learning model. Comprehensive specials offerings which include Music, PE, Art, World Language, and STEM. Innovation lab that provides a space for exploration and invention Parent and Student Engagement Student Council promotes student leadership, school efficacy, and philanthropic possibilities Active Parent Teacher Organization (Pine Lane Educational Alliance, PLEA) and School Accountability Committee PLEA run community events including Fall Festival, Winterfest, Kid's Night Out, and Bear Crawl 6th Grade Outdoor Education - Pine Lane Up in the Mountains (PLUM) Leadership and Staff: Our staff includes 32 classroom teachers, 3 ESL teachers, 2 Literacy Specialists, 2 Academic Interventionists, 10 Specials teachers, 2 Librarians, and comprehensive special education and mental health team. We have a positive retention rate of staff. Our school leadership team consists of a principal, 2 assistant principals, and a Professional Learning Specialist.

    Improvement Plan Information

    The school/district is submitting this improvement plan to satisfy requirements for (check all that apply):


    -->

    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 Proficiency Levels in Math and ELA as priority performance challenges is based on the fact that, although proficiency levels have been increasing since the 2018-19 school year, they remain below district averages. This ongoing gap signals that, despite some progress, students are still not consistently meeting grade-level expectations. Addressing this challenge offers an opportunity to refine instructional approaches across various Tier levels, particularly for students requiring additional support. A focus on both subjects will allow the school to implement targeted interventions and differentiated instruction, ensuring that all students, including those in Tiers 2 and 3, receive the necessary scaffolding to achieve proficiency. By concentrating on improving proficiency in Math and ELA, the school can drive more equitable outcomes and raise overall academic achievement to align more closely with district performance standards.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Proficiency Levels in Math

    Area of Focus: Math achievement


    Root Cause: Inconsistent implementation of intervention system

    A key root cause for the low proficiency levels in Math and ELA is the inconsistent implementation of the intervention system. Although the school has established systems to support struggling students, these interventions have not been applied uniformly across all classrooms or grade levels. This inconsistency results in gaps in timely identification and appropriate support for students who need targeted instruction, particularly in Tiers 2 and 3. Additionally, variability in how interventions are monitored and adjusted contributes to uneven progress, leaving many students without the sustained assistance necessary to close proficiency gaps. Ensuring that the intervention system is implemented consistently and effectively is essential to improving student outcomes in both subjects.

    Root Cause Category: Intervention Systems

    Root Cause: Lack of a calibrated data system

    A significant root cause for the low proficiency levels in Math and ELA is the lack of a calibrated data system. While data is collected across various assessments, the absence of a unified, consistent system to analyze and track student progress hinders the school's ability to make informed instructional decisions. Without a calibrated approach, teachers struggle to accurately identify learning gaps, monitor student growth, and adjust instruction based on real-time data. This disconnect results in inconsistent responses to student needs, preventing timely interventions and targeted support that could improve proficiency levels. A more cohesive data system is essential to ensure accurate, actionable insights that drive student achievement.

    Root Cause Category: Data Analysis


    Priority Performance Challenge:  Proficiency Levels in ELA

    Area of Focus: English/Language Arts achievement


    Root Cause: Lack of a building-wide writing framework

    A key root cause for the low proficiency levels in ELA is the lack of a building-wide writing framework. Without a consistent approach to teaching and assessing writing across grade levels, students experience varying expectations and instructional strategies. This inconsistency in writing instruction leads to gaps in foundational writing skills, as students do not receive a cohesive, progressive development of writing abilities. Teachers also lack a common structure to guide writing instruction, making it difficult to align practices and ensure students meet grade-level standards. Implementing a building-wide writing framework would provide uniformity, helping to close proficiency gaps and elevate student writing outcomes.

    Root Cause Category: Instruction

    Root Cause: Inconsistent implementation of intervention system

    A key root cause for the low proficiency levels in Math and ELA is the inconsistent implementation of the intervention system. Although the school has established systems to support struggling students, these interventions have not been applied uniformly across all classrooms or grade levels. This inconsistency results in gaps in timely identification and appropriate support for students who need targeted instruction, particularly in Tiers 2 and 3. Additionally, variability in how interventions are monitored and adjusted contributes to uneven progress, leaving many students without the sustained assistance necessary to close proficiency gaps. Ensuring that the intervention system is implemented consistently and effectively is essential to improving student outcomes in both subjects.

    Root Cause Category: Intervention Systems

    Root Cause: Lack of a calibrated data system

    A significant root cause for the low proficiency levels in Math and ELA is the lack of a calibrated data system. While data is collected across various assessments, the absence of a unified, consistent system to analyze and track student progress hinders the school's ability to make informed instructional decisions. Without a calibrated approach, teachers struggle to accurately identify learning gaps, monitor student growth, and adjust instruction based on real-time data. This disconnect results in inconsistent responses to student needs, preventing timely interventions and targeted support that could improve proficiency levels. A more cohesive data system is essential to ensure accurate, actionable insights that drive student achievement.

    Root Cause Category: Data Analysis

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    >

    Establishing Targeted Academic Intervention System for All Students

    Describe the research/evidence base supporting the strategy:

    		The Major Improvement Strategy of establishing a targeted academic intervention system is supported by extensive research on Multi-Tiered Systems of Support (MTSS) and Response to Intervention (RTI) frameworks. Studies show that early identification of learning gaps, combined with tiered interventions, significantly improves student outcomes by providing timely, targeted instruction tailored to each student's needs. Research highlights that schools implementing consistent, data-driven intervention systems see gains in student achievement, particularly for struggling learners and those at risk of falling behind. Furthermore, differentiated instruction, which is a core component of this strategy, has been proven to enhance student engagement and foster growth by providing appropriate challenges for students at all performance levels. By continuously monitoring student progress and adjusting interventions as needed, schools can create an equitable and responsive learning environment, improving proficiency rates in both core academic areas and overall student success.

    Associated Root Causes:

    Inconsistent implementation of intervention system: A key root cause for the low proficiency levels in Math and ELA is the inconsistent implementation of the intervention system. Although the school has established systems to support struggling students, these interventions have not been applied uniformly across all classrooms or grade levels. This inconsistency results in gaps in timely identification and appropriate support for students who need targeted instruction, particularly in Tiers 2 and 3. Additionally, variability in how interventions are monitored and adjusted contributes to uneven progress, leaving many students without the sustained assistance necessary to close proficiency gaps. Ensuring that the intervention system is implemented consistently and effectively is essential to improving student outcomes in both subjects.

    Lack of a calibrated data system: A significant root cause for the low proficiency levels in Math and ELA is the lack of a calibrated data system. While data is collected across various assessments, the absence of a unified, consistent system to analyze and track student progress hinders the school's ability to make informed instructional decisions. Without a calibrated approach, teachers struggle to accurately identify learning gaps, monitor student growth, and adjust instruction based on real-time data. This disconnect results in inconsistent responses to student needs, preventing timely interventions and targeted support that could improve proficiency levels. A more cohesive data system is essential to ensure accurate, actionable insights that drive student achievement.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Increased growth and a greater percentage of students working on grade level

    		Building Leadership Team

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU000003N7dO
    		08/07/2024
    05/21/2027     		Chris Stairs
    a05PU000003N7dP
    		08/07/2024
    05/21/2027     		Chris Stairs
    a05PU000003N7dQ
    		08/07/2024
    05/21/2027     		Katie Roberts
    >

    Adopt the thinkSRSD writing framework

    Describe the research/evidence base supporting the strategy:

    		The adoption of the thinkSRSD (Self-Regulated Strategy Development) writing framework is supported by a robust body of research demonstrating its effectiveness in improving student writing outcomes. Studies have consistently shown that thinkSRSD enhances writing proficiency by combining explicit instruction with strategies that promote self-regulation and metacognitive skills. Research indicates that students who are taught using thinkSRSD frameworks exhibit better organization, coherence, and overall quality in their writing. Additionally, thinkSRSD has been found to improve students' ability to plan, monitor, and revise their work independently, leading to more sustained progress over time. The framework’s focus on both strategy instruction and self-regulation aligns with best practices in writing instruction, supporting its implementation as an evidence-based approach to raising writing proficiency and helping students achieve greater success in their writing tasks.

    Associated Root Causes:

    Lack of a building-wide writing framework: A key root cause for the low proficiency levels in ELA is the lack of a building-wide writing framework. Without a consistent approach to teaching and assessing writing across grade levels, students experience varying expectations and instructional strategies. This inconsistency in writing instruction leads to gaps in foundational writing skills, as students do not receive a cohesive, progressive development of writing abilities. Teachers also lack a common structure to guide writing instruction, making it difficult to align practices and ensure students meet grade-level standards. Implementing a building-wide writing framework would provide uniformity, helping to close proficiency gaps and elevate student writing outcomes.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Full Implementation of thinkSRSD building-wide

    		Building Leadership Team, Implementation Team

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU000003N7dR
    		08/07/2024
    05/22/2026     		Jenet Pappalardo
    a05PU000003N7dS
    		09/20/2024
    05/22/2026     		Jenet Pappalardo
    a05PU000003N7dT
    		09/20/2024
    05/21/2027     		Chris Stairs

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : Proficiency Levels in Math

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: At least 52% of 3rd-6th grade students will met or exceeded grade level standards on the CMAS MATH assessment
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Proficiency Levels in ELA

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: At least 57% of 3rd-6th grade students will met or exceeded grade level standards on the CMAS ELA assessment
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Performance Indicator:

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

    INTERIM MEASURES FOR 2024-2025:

    Attachments List

    © 2017 State of Colorado