Colorado's Unified Improvement Plan for Schools

Crystal River 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
  • Foundational Literacy
    		•
  • Need to strengthen intervention in primary grades
  • Student regulation and social-emotional learning needs
    		•
  • Targeted, early intervention with extra support in kindergarten
  • Coordination of resources used for social emotional learning and regulation
    		•
  • ELA achievement
    		•
  • Inconsistent expectations for mastery and grade-level achievement
  • Student regulation and social-emotional learning needs
    		•
  • Support for Tier 1 implementation and data cycles
  • Coordination of resources used for social emotional learning and regulation
    		•
  • Math achievement
    		•
  • Inconsistent expectations for mastery and grade-level achievement
  • Student regulation and social-emotional learning needs
    		•
  • Support for Tier 1 implementation and data cycles
  • Coordination of resources used for social emotional learning and regulation
    		•
  • English Language Development
    		•
  • Inconsistent English Language Development Instruction
  • Student regulation and social-emotional learning needs
    		•
  • Collaborative planning and data cycles in Enlish Language Development
  • Coordination of resources used for social emotional learning and regulation
    		•


    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


    Crystal River Elementary School (CRES) is home to approximately 400 students in K - 4th grade and 50 students in the early childhood program. In our diverse school community, 47% of our students are Latinx, and 51% are white. English learners comprise 34% of our students. During the 23-24 school year, 44% of our students qualified for free or reduced lunch. Students with Individual Education Plans comprise 10.9% of elementary students at CRES, including early childhood students. We serve students with mild-moderate and significant support needs in kindergarten through fourth grade. The UIP is developed with collaboration and input from the school's Building Leadership Team, the entire CRES staff, and the school Accountability Committee.

    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

    Foundational Literacy is a critical elementary instruction component and supports our school's academic goals. CRES has made gains in this area, reducing the percentage of students significantly below benchmark to 21% at the end of the 23-24 school year. This is a reduction from 21-22 when 37% of students were significantly below the benchmark at the end of the school year. We aim to continue to increase the number of students at benchmark or above by supporting consistent foundational reading and small group intervention this school year, with additional support in kindergarten.


    ELA achievement is not where it needs to be, with 22% of third-grade and 35% of fourth-grade students achieving proficiency in CMAS ELA. Minority student achievement is not improving like other subgroups, so we will continue to look closely at this subgroup, including a continued school-wide focus on student regulation and social-emotional learning. ELA curriculum implementation at tier 1 is supported with regular data meetings to review student work and implementation of techniques to shift the cognitive load of instruction onto students.


    CRES achieved high growth in math during the 23-24 school year, with an MGP of 65 for fourth-grade students. However, the number of students achieving proficiency in CMAS math was too low, with 22% of third-grade and 28% of fourth-grade students achieving proficiency. In year two of implementing a new curricular resource, our efforts will shift from previewing units to regular reviews of student data.


    As measured by ACCESS, our English Language Development scores have been inconsistent, dropping from an MGP of 59 in the 22-23 school year to 47 for the 23-24 school year. Staffing in the ELD department has had several shifts, so support for that team needs to include consistent, high-quality instruction and expectations across classrooms. As a school, we will continue to focus on oral academic language from every teacher in our building.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Foundational Literacy

    Area of Focus: Early literacy


    Root Cause: Need to strengthen intervention in primary grades

    Students who score below benchmark need additional practice to reach benchmark and learn foundational literacy skills.

    Root Cause Category: Schedule

    Root Cause: Student regulation and social-emotional learning needs

    We continue to work with students who need skill building in emotional regulation and social-emotional learning. When students are dysregulated, they are not able to attend to instruction. When peers are dysregulated, disruptions can interfere with learning for all students.

    Root Cause Category: Social-Emotional/Trauma-Informed


    Priority Performance Challenge:  ELA achievement

    Area of Focus: English/Language Arts achievement


    Root Cause: Inconsistent expectations for mastery and grade-level achievement

    As we continue to support the implementation of the ELA curricular resource, we need to consider the level of scaffolding and support provided to students. In student data meetings, we need to learn about how to remove scaffolds in order for students to grow. In math, we will continue our work to effectively teach the curriculum and leverage the extra minutes in the schedule for math support. Data will continue to be analyzed to achieve continual growth in math.

    Root Cause Category: Instruction

    Root Cause: Student regulation and social-emotional learning needs

    We continue to work with students who need skill building in emotional regulation and social-emotional learning. When students are dysregulated, they are not able to attend to instruction. When peers are dysregulated, disruptions can interfere with learning for all students.

    Root Cause Category: Social-Emotional/Trauma-Informed


    Priority Performance Challenge:  Math achievement

    Area of Focus: Math achievement


    Root Cause: Inconsistent expectations for mastery and grade-level achievement

    As we continue to support the implementation of the ELA curricular resource, we need to consider the level of scaffolding and support provided to students. In student data meetings, we need to learn about how to remove scaffolds in order for students to grow. In math, we will continue our work to effectively teach the curriculum and leverage the extra minutes in the schedule for math support. Data will continue to be analyzed to achieve continual growth in math.

    Root Cause Category: Instruction

    Root Cause: Student regulation and social-emotional learning needs

    We continue to work with students who need skill building in emotional regulation and social-emotional learning. When students are dysregulated, they are not able to attend to instruction. When peers are dysregulated, disruptions can interfere with learning for all students.

    Root Cause Category: Social-Emotional/Trauma-Informed


    Priority Performance Challenge:  English Language Development

    Area of Focus: WIDA Access growth/growth challenges for English Learners


    Root Cause: Inconsistent English Language Development Instruction

    English Language Development is identified as an area in the district in which a high-quality, externally vetted curricular resource has not yet been adopted. For pull-out ELD instruction, our teachers use teacher-developed units of study, with supplementation and modification across classrooms and levels. A review of data indicate that teachers find varying levels of efficacy with this resource. ELD teachers need more collaborative planning and data reviews as a team, reviewing student writing and speaking outcomes with WIDA rubrics.

    Root Cause Category: Curriculum

    Root Cause: Student regulation and social-emotional learning needs

    We continue to work with students who need skill building in emotional regulation and social-emotional learning. When students are dysregulated, they are not able to attend to instruction. When peers are dysregulated, disruptions can interfere with learning for all students.

    Root Cause Category: Social-Emotional/Trauma-Informed

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Targeted, early intervention with extra support in kindergarten

    Describe the research/evidence base supporting the strategy:

    		The science of reading is evidence-based. Key research: CO SB 19-199 (READ Act), CO SB 22-004 (Colorado Science of Reading) National Institute of Child Health and Human Development (NICHD)

    Strategy Category:

    		Targeted Student Academic Supports

    Associated Root Causes:

    Need to strengthen intervention in primary grades: Students who score below benchmark need additional practice to reach benchmark and learn foundational literacy skills.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Increase in percentage of students scoring benchmark and above

    		principal, assistant principal, Title 1 teacher, reading interventionists, kindergarten team

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU0000033OC9
    		09/03/2024
    05/30/2025     		Title 1 teacher, reading interventionists, kindergarten teachers
    a05PU0000033OCA
    		09/04/2024
    05/21/2025     		Title 1 teacher, reading interventionists, kindergarten teachers
    > >

    Support for Tier 1 implementation and data cycles

    Describe the research/evidence base supporting the strategy:

    		TNTP, Fisher, Hattie, Frey

    Strategy Category:

    		Data-Informed Instruction

    Associated Root Causes:

    Inconsistent expectations for mastery and grade-level achievement: As we continue to support the implementation of the ELA curricular resource, we need to consider the level of scaffolding and support provided to students. In student data meetings, we need to learn about how to remove scaffolds in order for students to grow. In math, we will continue our work to effectively teach the curriculum and leverage the extra minutes in the schedule for math support. Data will continue to be analyzed to achieve continual growth in math.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Increased students scoring proficient on formative and summative assessments

    		principal, assistant principal, math teachers

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU0000033OKE
    		08/21/2024
    05/07/2025     		principal, assistant principal, math teachers, math interventionist
    a05PU0000033OLp
    		09/11/2024
    05/07/2025     		principal, assistant principal, math teachers
    > >

    Collaborative planning and data cycles in Enlish Language Development

    Describe the research/evidence base supporting the strategy:

    		Godwin-Jones, WIDA

    Strategy Category:

    		Curriculum and Content

    Associated Root Causes:

    Inconsistent English Language Development Instruction: English Language Development is identified as an area in the district in which a high-quality, externally vetted curricular resource has not yet been adopted. For pull-out ELD instruction, our teachers use teacher-developed units of study, with supplementation and modification across classrooms and levels. A review of data indicate that teachers find varying levels of efficacy with this resource. ELD teachers need more collaborative planning and data reviews as a team, reviewing student writing and speaking outcomes with WIDA rubrics.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Increase in WIDA speaking and writing scores

    		principal, assistant principal, English Language Development teachers

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU0000033OQf
    		08/21/2024
    05/30/2025     		principal, assistant principal, all teachers at CRES
    a05PU0000033OQg
    		09/19/2024
    05/29/2025     		principal, ELD teachers
    > >

    Coordination of resources used for social emotional learning and regulation

    Describe the research/evidence base supporting the strategy:

    		CASEL

    Strategy Category:

    		Social Emotional Learning Supports

    Associated Root Causes:

    Student regulation and social-emotional learning needs: We continue to work with students who need skill building in emotional regulation and social-emotional learning. When students are dysregulated, they are not able to attend to instruction. When peers are dysregulated, disruptions can interfere with learning for all students.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Reduction in frequency, intensity, and duration of behavior events

    		assistant principal, principal, counselors

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU0000039CEj
    		08/21/2024
    		 assistant principal with MTSS team
    a05PU0000039CD7
    		09/04/2024
    05/21/2025     		assistant principal, principal, counselors
    a05PU0000039CD8
    		09/11/2024
    05/21/2025     		assistant principal, counselors

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : Foundational Literacy

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: 54% of multilingual learners will be at or above benchmark 24-25
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : ELA achievement

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: 36% of 3rd grade and 39% of 4th grade students will be proficient or above on CMAS ELA in 2025.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Math achievement

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: 33% of 3rd grade and 43% of 4th grade students will be proficient or above on CMAS 2025.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : English Language Development

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: ACCESS MGP of 52 in 2025
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

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