Colorado's Unified Improvement Plan for Schools

Calhan 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
  • All Elementary School Students Math Academic Growth Expectations
    		•
  • Standards based Math Instruction
  • Intensive Data Analysis
  • Need for Increased Student Engagement
    		•
  • Effective Teaching of Grade Level Skills and Concepts
  • Effective Data Analysis
  • Increase in Student Engagement
    		•
  • All Elementary School Students Reading Academic Growth Expectations
    		•
  • Intensive Data Analysis
  • Standards based ELA instruction
  • Need for Increased Student Engagement
    		•
  • Effective Data Analysis
  • Effective Teaching of Grade Level Skills and Concepts
  • Increase in Student Engagement
    		•
  • Students with Significant Reading Deficiencies
    		•
  • Need for Additional Reading Support
    		•


    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



    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


    Description of School Setting and Process for Data Analysis

    Description:
    • Calhan Elementary School is a small rural school with approximately 205 students in grades PK-5th located 42 miles east of Colorado Springs, Colorado. 
    • The school population includes prominently white students with approximately 50% of students being eligible for Free and Reduced Lunch.
    • The faculty and staff are committed to educating all students in a safe learning environment which promotes high academic standards and social responsibility.
    • The Calhan School Board of Education closely monitors the three priorities of the District Strategic Plan that continue to guide the decisions made for the students, staff, and community of Calhan:
      • Maximize learning and achievement for all students
      • Ensure the effective use of resources
      • Develop and foster proactive, positive, and meaningful realtionships to support student success.
    • The Calhan Board of Education, Administration, and Faculty are committed to keeping students at the center of our district.  Additionally, we recognize that the commitment, support, and effort among all stakeholders are essential as Calhan Elementary continues to strive for excellence.

    Notable Recent Change:
    • Change in Elementary Administration  for the  2017-2018 school year
    • Loss of Elementary School Counselor November 2019
    • 46% classroom teacher turnover rate for the 2022-2023 school year 
    • Elementary School Counselor added August 2022
    • Instructional Coach added August 2022
    • Addition of 2 classroom teachers (grade K and 4th) enrolled in Apprentice Teacher Program



    Process/Stakeholder Involvement:
     
    • ​​​​Teacher Professional Learning Communities (PLCs) 3xs per month and monthly staff meeting committees have shared their perceptions of the Calhan Elementary trends and needs.
    • Teachers were involved in dissection of data from the 2021-2022 CMAS SPF Report in the areas of English Language Arts and Math.
      • A Leadership Committee was established to examine trends for all students.
    • School Improvement Committee (SIC) members also shared in meetings their perceptions of the school's  trends and needs.
    • Suggestions have been included in Action Plans.

    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

    2023 - 2024 CMAS Achievement:


    ELA Achievement:


    2024 All Students: Mean Scale Score: 733.8 Approaching

    2023 All Students: Mean Scale Score: 746.3 Meets

    2022 AllStudents: Mean Scale Score. 744 Meets


    Median Growth Percentile/Rate:


    2024 47.0 Approaching

    2023 46.0 Approaching

    2022 No score <20


    Math Achievement:


    2024 All Students: Mean Scale Score: 726.3 Approaching

    2023 All Students: Mean Scale Score: 731.1 Approaching

    2022 All Students: Mean Scale Score: 727.2 Approaching


    Mean Growth Percentile/Rate:


    2024 - 28.5 Does Not Meet

    2023- 42.0 Approaching

    2022 - 62.5 Met



    CMAS Scores show a downward trend or an inconsistent increase in ELA and Math growth and achievement. In 2022 Calhan experienced a 60% turnover in staff. New, inexperienced teachers were hired to fill these positions. Calhan Elementary has implemented the following to increase the effectiveness of teachers:


    • Hired an Instructional Coach
    • Established bi-monthly new teacher professional development program
    • Created a Mentor program to increase leadership and training capacity of staff
    • Increased the number of hours teachers are observed providing instruction
    • Provided timely feedback on observations and created Action Steps to master needed teaching skills
    • Established weekly PLCs where student work and data are analyzed and re-engagement plans are created
    • Provided bi-monthly individual meetings with teachers to discuss Action Steps and best practices
    • Established an MTSS process to support students and communicate with parents
    • Established Data Meetings that occur every 6 weeks to closely monitor student growth and achievement
    • Provided Interim Assessments for students to monitor student growth and achievement

    Trend Analysis

    Trend Direction: Decreasing then increasing
    Performance Indicator Target: Academic Achievement (Status)

    Elementary School students are on a significant upward trend in English/Language Arts Achievement on CMAS 2018, 2019, 2021, 2022 (2018 = 745.2 MSS; 2019 746.2 MSS; 2021 738.6 MSS; 2022 744) This is a notable trend because the MSS is increasing and is currently sitting above the state expectation for the 50th percentile. (Source: SPF/DPF)
    Trend Direction: Decreasing then increasing
    Performance Indicator Target: Academic Achievement (Status)

    Elementary School Students that are on a significant upward trend after a slight decrease in Math on CMAS 2019, 2021, 2022 (2019 = 739.1 MSS; 2021 = 710 MSS; 2022 = 727.2 MSS). This is a notable trend because it is increasing and is currently sitting above the 50th percentile. (Source: SPF/DPF)
    Trend Direction: Stable
    Performance Indicator Target: Academic Achievement (Status)

    Elementary School Students are slightly below Math Achievement on CMAS 2019, 2021, and 2022 (2019 = 60/Slight Below Met; 2021 = 4/Below Approached Expectations; 2022 = 32/Slightly Above Approached Expectations). This is a notable trend because it is increasing at a slow rate and is sitting below state expectations for 'Meets'. (Source: sPF/DPF) s
    Trend Direction: Decreasing then increasing
    Performance Indicator Target: Academic Growth

    Elementary School Students that are Free/Reduced-Price Lunch Eligible are on a slight increase trend after a slight decline in English/Language Arts on CMAS 2019, 2021, 2022 (2019 = 738 MSS; 2021 = 724.3 MSS; 2022 = 741.2). This is a notable trend because it has increased since 2021 and sits above the state expectation for 'Meets' (50.0- 65.0). (Source: SPF/DPF)
    Trend Direction: Increasing
    Performance Indicator Target: Academic Growth

    Elementary School Students are showing significant growth in Math on CMAS 2019 and 2022 (2019 = 47.0 MGP and 2022 = 63 MGP). This is a notable trend because it is increasing at a stable rate and sits above state expectations for 'Meets' (Above 50). (Source: SPF/DPF)

    Additional Trend Information:

    Based on previous three years of CMAS results, trend data for students identified as gifted in math was inconsistent.
     
    SY 2017 – 2018
    15% exceeded expectations
    80% met expectations
    5% approached expectations
     
    SY 2016 – 2017
    30% exceeded expectations
    55% met expectations
    19% approached expectations
     
    SY 2015 – 2016
    4% exceeded expectations
    77% met expectations
    19% approached expectations
     

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  All Elementary School Students Math Academic Growth Expectations

    Slightly Above Approaching Expectations

    Area of Focus: Math growth


    Root Cause: Standards based Math Instruction

    60% of Calhan Elementary Teachers are new to the teaching profession. They lack complete understanding of State Standards and the skills and concepts students must know and understand to demonstrate grade level mastery. Additionally, they need training on how to provide effective instruction that will enable students to master grade level math skills and concepts.

    Root Cause Category: Instruction

    Root Cause: Intensive Data Analysis

    Teachers need additional professional development to be able to use data to identify the skills and concepts students have mastered and not mastered. This needs to be consistently used to develop re-engagement instruction and re-assessment.

    Root Cause Category: Data Analysis

    Root Cause: Need for Increased Student Engagement

    New teachers need additional professional development on effective classroom management and on engaging students.

    Root Cause Category: Student engagement systems


    Priority Performance Challenge:  All Elementary School Students Reading Academic Growth Expectations

    Approaching state median growth percentile expectations (47.0)

    Area of Focus: English/Language Arts growth


    Root Cause: Intensive Data Analysis

    Teachers need additional professional development to be able to use data to identify the skills and concepts students have mastered and not mastered. This needs to be consistently used to develop re-engagement instruction and re-assessment.

    Root Cause Category: Data Analysis

    Root Cause: Standards based ELA instruction

    60% of Calhan Elementary Teachers are new to the teaching profession. They lack complete understanding of State Standards and the skills and concepts students must know and understand to demonstrate grade level mastery. Additionally, they need training on how to provide effective instruction that will enable students to master grade level math skills and concepts.

    Root Cause Category: Instruction

    Root Cause: Need for Increased Student Engagement

    New teachers need additional professional development on effective classroom management and on engaging students.

    Root Cause Category: Student engagement systems


    Priority Performance Challenge:  Students with Significant Reading Deficiencies

    Area of Focus: English/Language Arts growth


    Root Cause: Need for Additional Reading Support

    These students lack systematic reading instruction with many opportunities to practice foundational skills.

    Root Cause Category: Intervention Systems

    Why were these challenges selected and what is the magnitude of the overall performance challenges:

    These performance challenges have even chosen because 3 years of data show low achievement and growth in math.
     

    How were the Root Causes were selected and verified:

    The Root Causes were identified based on the 2021-2022 CMAS data, other established district assessments and teacher input.
    Identification took place during weekly PLCs, monthly staff meetings, individual meetings with teachers, as well as input from the elementary School Improvement Committee.

    Additional Narrative / Conclusion

    This is the first year of a common UIP Plan for Pikes Peak BOCES
     

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Effective Teaching of Grade Level Skills and Concepts

    What will success look like:

    		If we Implement a Math Core Curriculum with fidelity that focuses on the major work of each grade K-5 and teachers teach according to a vertically aligned learning progression as defined by the Core Curriculum Program (major work of each grade), then we will see an increase in CMAS Math growth and achievement scores.

    Describe the research/evidence base supporting the strategy:

    		The evidence that supports this Improvement Strategy is the following: * Interim Assessment data will show an increase in the percentage of students mastering skills and concepts in each Standard. * CMAS data will show an increase in the Median Growth Percentile in Math and ELA

    Strategy Category:

    		Research-based Instructional Practices

    Associated Root Causes:

    Standards based Math Instruction: 60% of Calhan Elementary Teachers are new to the teaching profession. They lack complete understanding of State Standards and the skills and concepts students must know and understand to demonstrate grade level mastery. Additionally, they need training on how to provide effective instruction that will enable students to master grade level math skills and concepts.

    Standards based ELA instruction: 60% of Calhan Elementary Teachers are new to the teaching profession. They lack complete understanding of State Standards and the skills and concepts students must know and understand to demonstrate grade level mastery. Additionally, they need training on how to provide effective instruction that will enable students to master grade level math skills and concepts.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Increase in students' Math and ELA growth and achievement Weekly review of teachers' lesson plans. 08/17/2022
    05/25/2023
    Weekly     		Elementary Building Principal and Elementary Instructional Coach

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Evidenced Based Math Program
    		Teachers will follow the implemented evidenced based math program and use the curriculum tools with fidelity. 08/08/2022
    05/25/2023     		IReady curriculum and training tools. Principal, Instructional Coach, Staff
    a05PU000003VnkH
    		08/06/2024
    08/16/2024     		Elementary Principal and Instructional Coach
    a05PU000003Vo6r
    		08/06/2024
    05/30/2025     		Elementary Principal and Instructional Coach
    > >

    Effective Data Analysis

    What will success look like:

    		If we Implement professional development that develops capacity across Calhan Elementary to respond to the social/emotional/resource needs of students, families, and staff with a focus on increased student attendance and a reduction in student office/discipline referrals then we will see an increase in CMAS Math scores due to a decrease in interrupted teaching and learning.

    Describe the research/evidence base supporting the strategy:

    		The evidence that supports this Improvement Strategy is the following: * Interim Assessment data will show an increase in the percentage of students mastering skills and concepts in each Standard. * CMAS data will show an increase in the Median Growth Percentile in Math and ELA

    Strategy Category:

    		Data Analysis & Reflection Practices

    Associated Root Causes:

    Intensive Data Analysis: Teachers need additional professional development to be able to use data to identify the skills and concepts students have mastered and not mastered. This needs to be consistently used to develop re-engagement instruction and re-assessment.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Increase in percentage of students proficient in grade level skills/concepts Professional Development that addresses students' social and emotional needs. 08/08/2022
    05/25/2023
    Monthly     		Prinicipal, Elementary School Counselor, Staff

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Hire an elementary Counselor
    		The elementary counselor will implement 7 Mindset social/emotional lessons in the elementary. Elementary staff members will work alongside the counselor to implement lessons. 08/06/2024
    05/30/2025     		Elementary Counselor and 7 Mindsets Curriculum Elementary Principal, Instructional Coach, Elementary Mentors
    a05PU000003VoOb
    		08/06/2024
    05/30/2025     		Elementary Principal and Instructional Coach
    a05PU000003Voej
    		08/20/2024
    05/30/2025     		Elementary Principal, Instructional Coach, Elementary Mentors
    a05PU000003VoWg
    		08/20/2024
    05/30/2025     		Elementary Principal and Instructional Coach
    > >

    Increase in Student Engagement

    What will success look like:

    		If we provide teachers with professional development that focuses on identifying unfinished learning and how to reengage students, then students will show increased growth and achievement in math.

    Describe the research/evidence base supporting the strategy:

    		The evidence that supports this Improvement Strategy is the following: * If students increase the amount of time they are engaged in classroom tasks, Interim Assessment data will show an increase in the percentage of students mastering skills and concepts in each Standard. * CMAS data will show an increase in the Median Growth Percentile in Math and ELA

    Strategy Category:

    		Research-based Instructional Practices

    Associated Root Causes:

    Need for Increased Student Engagement: New teachers need additional professional development on effective classroom management and on engaging students.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    75% of students will be on task during instruction throughout every lesson. Teachers will be trained to identify unfinished learning and how to reengage students in learning. 08/08/2022
    05/25/2023
    Weekly     		Elementary Principal, Instructional Coach, Classroom Teachers

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU000003VpHR
    		08/06/2024
    05/30/2025     		Elementary Principal, Instructional Coach, Elementary Mentors
    a05PU000003VrXl
    		08/20/2024
    05/30/2025     		Elementary Principal, Instructional Coach, Elementary Mentors

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : All Elementary School Students Math Academic Growth Expectations

    Performance Indicator:

    		 Academic Growth

    Measures / Metrics:

    		 M
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: The CMAS Mean Growth Percentile/Rate will be 50.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : All Elementary School Students Reading Academic Growth Expectations

    Performance Indicator:

    		 Academic Growth

    Measures / Metrics:

    		 M
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Median Growth Percentile Rate: 50
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Students with Significant Reading Deficiencies

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Using Dibels assessment, students in K-1 will increase their NWF CLS by 1 sound per week. They will increase WRC by 1 word every two weeks. Students in 2nd and 3rd grade will increase their ORF score by 1 word per week.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

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