Colorado's Unified Improvement Plan for Schools

Gardner Valley School 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
  • Social Emotional Well-being
    		•
  • Student Well-being
    		•
  • "Ready to Learn" Ownership of Learning Campaign
    		•
  • Attendance:
    		•
  • Attendance
    		•
  • "Be Present" Attendance & Engagement Campaign
    		•
  • ELA: Core Academic Language Proficiency
    		•
  • Limited Reading Skills
    		•
  • Reduce Learning Gaps through Guided Practice
    		•
  • Math: Core Academic Language Proficiency
    		•
  • Conceptual Thinking Learning Gaps
    		•
  • Reduce Learning Gaps through Real-world Application
    		•
  • Social Emotional Well-being
    		•
  • Student Well-being
    		•
  • "Ready to Learn" Ownership of Learning Campaign
    		•
  • Attendance:
    		•
  • Attendance
    		•
  • "Be Present" Attendance & Engagement Campaign
    		•
  • ELA: Core Academic Language Proficiency
    		•
  • Limited Reading Skills
    		•
  • Reduce Learning Gaps through Guided Practice
    		•
  • Math: Core Academic Language Proficiency
    		•
  • Conceptual Thinking Learning Gaps
    		•
  • Reduce Learning Gaps through Real-world Application
    		•


    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):


    Checked
    -->

    Narrative on Data Analysis and Root Cause Identification


    Description of School Setting and Process for Data Analysis

    Gardner Valley School (GVS) is a charter model that provides school choice for the wide diversity of learners within the Huerfano Re-1 School District. GVS offers a free preschool for children who are three and four years old, an elementary education for children from kindergarten to fifth grade and a middle school education to sixth through eighth grades. The current enrollment at GVS is 72 K through 8th-grade students and ten PK students. GVS is committed to maintaining a small and caring learning environment; thus, it has capped the enrollment capacity at 110 K-8th and 10 PK students. The school utilizes blended classrooms in elementary: grades K/1, 2/3, and 4/5.

    GVS has developed its UIP based on the student performance on CMAS from Spring 2024 and on achievement and growth reported on MAP-administered BoY, MoY, and EoY. The 2024-2025 UIP was drafted and reviewed in collaboration with school leadership, the Charter Board and the School Accountability Committee.

    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

    As evidenced by the trend analysis, our students are showing growth, but the majority of the students who attend GVS have significant performance challenges in ELA and math. Add to these pre-existing achievement delays, and student learning gaps are substantial. Add to these substantial learning losses, the social-emotional impacts, importance of student well-being, and academic efficacy in core language and mathematics literacy become mission critical.


    The Gardner Valley School Performance Framework's official rating has moved from Priority Improvement to Improvement Plan.  The GVS leadership team has prioritized working closely with our authorized district's assessment coordinator to ensure CMAS participation coding is submitted correctly and our participation rate improved due to correct coding. 
     

     

    SPF Performance and Growth Data:      

    Current Achievement ELA Performance Elementary School: Does Not Meet 
    Current Achievement ELA Performance Middle School: Does Not Meet
    Current Achievement MATH Performance Elementary School: Does Not Meet
    Current Achievement MATH Performance Middle School: Does Not Meet

     

    Current Achievement ELA Growth Elementary School: Approaching
    Current Achievement ELA Growth Middle School: Approaching
    Current Achievement MATH Growth Elementary School: Approaching
    Current Achievement MATH Growth Middle School:  Meets

    Trend Analysis

    Trend Direction: 
    Performance Indicator Target: 

    Baseline Information: Internal School Incidents: 63 State Reportable Incidents: 10
    Trend Direction: 
    Performance Indicator Target: 

    Student Behavior - Data will be collected during the 2023-2024 school year to develop a baseline.
    Trend Direction: Decreasing then increasing
    Performance Indicator Target: Academic Achievement (Status)

    ELA Achievement: Elementary School: Does Not Meet, Middle School: Approaching
    Trend Direction: 
    Performance Indicator Target: Academic Achievement (Status)

    MATH Achievement: Elementary School: Does Not Meet Middle School: Does Not Meet
    Trend Direction: Decreasing then increasing
    Performance Indicator Target: Academic Achievement (Status)

    ELA Achievement: Elementary School: Does Not Meet, Middle School: Approaching
    Trend Direction: 
    Performance Indicator Target: Academic Achievement (Status)

    MATH Achievement: Elementary School: Does Not Meet Middle School: Does Not Meet
    Trend Direction: Decreasing then increasing
    Performance Indicator Target: Academic Growth

    MATH Growth: Growth Elementary School: Does Not Meet Middle School: Approaching
    Trend Direction: Decreasing then increasing
    Performance Indicator Target: Academic Growth

    MATH Growth: Growth Elementary School: Does Not Meet Middle School: Approaching
    Trend Direction: Increasing
    Performance Indicator Target: Academic Growth

    ELA Growth: Elementary School: Approaching Middle School: Meets
    Trend Direction: Increasing
    Performance Indicator Target: Academic Growth

    ELA Growth: Elementary School: Approaching Middle School: Meets
    Trend Direction: Increasing
    Performance Indicator Target: Other

    Attendance for all grades between 82% to 87%.
    Trend Direction: Increasing
    Performance Indicator Target: Other

    Attendance for all grades between 84% to 87%.

    Additional Trend Information:

    ELA Achievement: All grades met the UIP targets, with the exception of Grade 3. From 3rd grade thru 5th grade, performance does improve.  Literary reading strategies performed low in ES.  In all grades, writing skills performed lowest.

    ELA Growth: All grades met the UIP growth targets, with the upper grades demonstrating significant growth.

    MATH Achievement: All grades met the UIP targets, with the exception of Grade 6. Performance varies by grade level and concept except for reasoning & modeling, which is low in all grade levels.

    MATH Growth:     Grade 3 and 5 met the UIP targets, while Grades 1, 2 & 4  demonstrated lower growth.     Middle School met the UIP targets, with exception of Grade 8.


     


     

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Social Emotional Well-being

    Students who misbehave are not able to connect to the purpose of being in the learning environment ready to learn.


    Root Cause: Student Well-being

    Students who misbehave are distracted and have a limited attention span and limited engagement. Students lack well-being due to outside circumstances. Students lack motivation and do not see relevance of the instruction.


    Priority Performance Challenge:  Attendance:

    Students who are absent are not able to experience the continuity of instruction for integration and application of the learning.

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


    Root Cause: Attendance

    Students are not remembering what they learned prior to absences. End up covering the same subject and unit repeatedly. Students are missing instruction and skill development when absent and fall further behind. Students who are consistently present at school rarely fall behind due to following along with unit instruction.


    Priority Performance Challenge:  ELA: Core Academic Language Proficiency

    While students are Reading, they are not able to read with word accuracy and fluency. After their Reading, they are not able to provide an accurate meaningful retelling. While students are Writing, they are not able to apply accurate conventions & grammar . Students are not applying craftsmanship and creative expression to their writing process or their writing product.

    Area of Focus: English/Language Arts achievement


    Root Cause: Limited Reading Skills

    Students are not comprehending what is being read and struggle with word formation and decoding for fluency. Due to lack of fluency in reading skills, when students are trying to write they struggle with letter sounds forming into words. Students are not understanding that their thinking and ideas correlate to reading and writing. Students have a limited proficient vocabulary due to lack of exposure. Students’ reading and writing learning gaps are inhibiting student growth.

    Root Cause Category: Instruction


    Priority Performance Challenge:  Math: Core Academic Language Proficiency

    students are not able to internally integrate basic skills and concepts for math fluency and accuracy. students are not able to apply academic vocabulary to visualize math concepts and carry out math functions.

    Area of Focus: Math achievement


    Root Cause: Conceptual Thinking Learning Gaps

    Due to students struggling with reading, they are not able to understand math text. Students lack confidence in carrying out math computation and problem solving. Students are unable to transfer known math skills to new math problems. Students’ math learning gaps are inhibiting student growth. Students struggle to see math as a way of real-life thinking rather than a series of surface-level concepts to get to know.

    Root Cause Category: Instruction


    Priority Performance Challenge:  Social Emotional Well-being

    Students who misbehave are not able to connect to the purpose of being in the learning environment ready to learn.


    Root Cause: Student Well-being

    Students who misbehave are distracted and have a limited attention span and limited engagement. Students lack well-being due to outside circumstances. Students lack motivation and do not see relevance of the instruction.


    Priority Performance Challenge:  Attendance:

    Students who are absent are not able to experience the continuity of instruction for integration and application of the learning.

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


    Root Cause: Attendance

    Students are not remembering what they learned prior to absences. End up covering the same subject and unit repeatedly. Students are missing instruction and skill development when absent and fall further behind. Students who are consistently present at school rarely fall behind due to following along with unit instruction.


    Priority Performance Challenge:  ELA: Core Academic Language Proficiency

    While students are Reading, they are not able to read with word accuracy and fluency. After their Reading, they are not able to provide an accurate meaningful retelling. While students are Writing, they are not able to apply accurate conventions & grammar . Students are not applying craftsmanship and creative expression to their writing process or their writing product.

    Area of Focus: English/Language Arts achievement


    Root Cause: Limited Reading Skills

    Students are not comprehending what is being read and struggle with word formation and decoding for fluency. Due to lack of fluency in reading skills, when students are trying to write they struggle with letter sounds forming into words. Students are not understanding that their thinking and ideas correlate to reading and writing. Students have a limited proficient vocabulary due to lack of exposure. Students’ reading and writing learning gaps are inhibiting student growth.

    Root Cause Category: Instruction


    Priority Performance Challenge:  Math: Core Academic Language Proficiency

    students are not able to internally integrate basic skills and concepts for math fluency and accuracy. students are not able to apply academic vocabulary to visualize math concepts and carry out math functions.

    Area of Focus: Math achievement


    Root Cause: Conceptual Thinking Learning Gaps

    Due to students struggling with reading, they are not able to understand math text. Students lack confidence in carrying out math computation and problem solving. Students are unable to transfer known math skills to new math problems. Students’ math learning gaps are inhibiting student growth. Students struggle to see math as a way of real-life thinking rather than a series of surface-level concepts to get to know.

    Root Cause Category: Instruction

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

    Most of the student population of GVS is educationally disadvantaged.  Consistent attendance is critical for these students, as the majority of the academic and social emotional learning and growing that they receive is at school.  Simultaneously to students engaging in grade level concepts and skills, eliminating gaps in core academic language proficiency in ELA and Math ensures that students are developing a strong foundation of understanding in order to more successfully achieve and grow in grade specific content.

    How were the Root Causes were selected and verified:

    The GVS school leadership, SAC and Charter Board continue to address the priority challenges for core academic language proficiency and student wellbeing. 

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Reduce Learning Gaps through Guided Practice

    What will success look like:

    		Identify the skills causing the learning gaps. Target with direct instruction the most critical skills causing the learning gaps. Provide multiple opportunities for guided practice to reduce the learning gaps. Provide independent practice opportunities for eliminating learning gaps. Measure student progress in real-time with formative practices to check that students are making sufficient progress.

    Describe the research/evidence base supporting the strategy:

    		Classroom Strategies: Integration of Formative Assessment and Instructional Practices (https://eric.ed.gov/?id=EJ1129825) a data-driven approach that systematically integrates data from multiple observations to identify teacher practice needs and goals, design practice plans, and evaluate progress towards goals.

    Strategy Category:

    		Research-based Instructional Practices

    Associated Root Causes:

    Limited Reading Skills: Students are not comprehending what is being read and struggle with word formation and decoding for fluency. Due to lack of fluency in reading skills, when students are trying to write they struggle with letter sounds forming into words. Students are not understanding that their thinking and ideas correlate to reading and writing. Students have a limited proficient vocabulary due to lack of exposure. Students’ reading and writing learning gaps are inhibiting student growth.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Implementation Check-ins Classroom visits Informal & formal observations Walk-throughs 01/08/2024
    05/24/2024
    Weekly     		Jody Medina
    Impact Check-ins Student progress reviews with data and professional practice discussions. 01/15/2024
    05/24/2024
    Monthly     		Syna Kistler

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Identification
    		Identify the skills causing the learning gaps. 01/08/2024
    05/24/2024     		OB, Title funds All Teaching Staff
    Guided Practice
    		Provide multiple opportunities for guided practice to reduce the learning gaps. 02/05/2024
    05/24/2024     		OB, Title funds All Teaching Staff
    Targeted Instruction
    		Target with direct instruction the most critical skills causing the learning gaps. 02/05/2024
    05/24/2024     		OB, Title funds All Teaching Staff
    Progress Monitoring
    		Measure student progress in real-time with formative practices to check that students are making sufficient progress. 02/12/2024
    05/24/2024     		OB, Title funds All Teaching Staff
    Independent Practice
    		Provide independent practice opportunities for eliminating learning gaps. 03/04/2024
    05/24/2024     		OB, Title Funds All Teaching Staff
    >

    Reduce Learning Gaps through Real-world Application

    What will success look like:

    		Identify the skills causing the learning gaps. Target with direct instruction the most critical skills causing the learning gaps. Provide multiple opportunities for real-world application. Provide independent practice opportunities to reduce learning gaps. Measure student progress in real-time with formative practices to check that students are making sufficient progress.

    Describe the research/evidence base supporting the strategy:

    		Making Up for Learning Losses Will Require Best Practices in Intervention (https://www.ascd.org/el/articles)

    Associated Root Causes:

    Conceptual Thinking Learning Gaps: Due to students struggling with reading, they are not able to understand math text. Students lack confidence in carrying out math computation and problem solving. Students are unable to transfer known math skills to new math problems. Students’ math learning gaps are inhibiting student growth. Students struggle to see math as a way of real-life thinking rather than a series of surface-level concepts to get to know.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Implementation Check-ins Classroom visits Informal & formal observations Walk-throughs 01/08/2024
    05/24/2024
    Weekly     		Jody Medina
    Impact Check-ins Student progress reviews with data and professional practice discussions. 01/15/2024
    05/24/2024
    Monthly     		Syna Kistler

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Identification
    		Identify the skills causing the learning gaps. 01/08/2024
    05/24/2024     		OB, Title funds All Teaching Staff
    Targeted Instruction
    		Target with direct instruction the most critical skills causing the learning gaps. 02/05/2024
    05/24/2024     		OB, Title funds All Teaching Staff
    Progress Monitoring
    		Measure student progress in real-time with formative practices to check that students are making sufficient progress. 02/12/2024
    05/24/2024     		OB, Title Funds All Teaching Staff
    Real-world Application
    		Provide multiple opportunities for real-world application. 03/04/2024
    05/24/2024     		OB, Title funds All Teaching Staff
    Independent Practice
    		Provide independent practice opportunities to reduce learning gaps. 03/11/2024
    05/24/2024     		OB, Title Funds All Teaching Staff
    > >

    "Be Present" Attendance & Engagement Campaign

    What will success look like:

    		Students attend school regularly and are present to experience the continuity of instruction for integration and application of the learning.

    Describe the research/evidence base supporting the strategy:

    		Romero, M., and Lee, Y. (2007). A National Portrait of Chronic Absenteeism in the Early Grades. New York, NY: The National Center for Children in Poverty.

    Strategy Category:

    		Social Emotional Learning Supports

    Associated Root Causes:

    Attendance: Students are not remembering what they learned prior to absences. End up covering the same subject and unit repeatedly. Students are missing instruction and skill development when absent and fall further behind. Students who are consistently present at school rarely fall behind due to following along with unit instruction.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Monthly Monitoring Monthly data review to identify successes and needs for targeted focus. 01/08/2024
    05/24/2024
    Monthly     		All Staff

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Attendance Strategies
    		Staff promotes and integrates attendance strategies for students to be present at school. 01/08/2024
    05/24/2024     		OB, Title Funding All Staff
    Engagement Strategies
    		Staff promotes and integrates engagement strategies for students to be present to the learning. 01/08/2024
    05/24/2024     		OB, Title Funds All Staff
    >

    "Ready to Learn" Ownership of Learning Campaign

    What will success look like:

    		Students are able to connect to the purpose of being in the learning environment ready to learn.

    Strategy Category:

    		Social Emotional Learning Supports

    Associated Root Causes:

    Student Well-being: Students who misbehave are distracted and have a limited attention span and limited engagement. Students lack well-being due to outside circumstances. Students lack motivation and do not see relevance of the instruction.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Monthly Monitoring Monthly check-in on progress of ready-to-learn behaviors. 01/08/2024
    05/24/2024
    Monthly     		All Staff

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Behavior modeling
    		Staff integrates and models expectations for ready-to-learn behavior. 01/08/2024
    05/24/2024     		OB, Title Funding All Staff
    Shared responsibility
    		Staff helps students to monitor their progress of ready-to-learn behavior. 01/08/2024
    05/24/2024     		OB, Title Funding All Staff
    > >

    Reduce Learning Gaps through Guided Practice

    What will success look like:

    		Identify the skills causing the learning gaps. Target with direct instruction the most critical skills causing the learning gaps. Provide multiple opportunities for guided practice to reduce the learning gaps. Provide independent practice opportunities for eliminating learning gaps. Measure student progress in real-time with formative practices to check that students are making sufficient progress.

    Describe the research/evidence base supporting the strategy:

    		Classroom Strategies: Integration of Formative Assessment and Instructional Practices (https://eric.ed.gov/?id=EJ1129825) a data-driven approach that systematically integrates data from multiple observations to identify teacher practice needs and goals, design practice plans, and evaluate progress towards goals.

    Strategy Category:

    		Research-based Instructional Practices

    Associated Root Causes:

    Limited Reading Skills: Students are not comprehending what is being read and struggle with word formation and decoding for fluency. Due to lack of fluency in reading skills, when students are trying to write they struggle with letter sounds forming into words. Students are not understanding that their thinking and ideas correlate to reading and writing. Students have a limited proficient vocabulary due to lack of exposure. Students’ reading and writing learning gaps are inhibiting student growth.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Implementation Check-ins Classroom visits Informal & formal observations Walk-throughs 01/08/2024
    05/24/2024
    Weekly     		Jody Medina
    Impact Check-ins Student progress reviews with data and professional practice discussions. 01/15/2024
    05/24/2024
    Monthly     		Syna Kistler

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Identification
    		Identify the skills causing the learning gaps. 01/08/2024
    05/24/2024     		OB, Title funds All Teaching Staff
    Targeted Instruction
    		Target with direct instruction the most critical skills causing the learning gaps. 02/05/2024
    05/24/2024     		OB, Title funds All Teaching Staff
    Guided Practice
    		Provide multiple opportunities for guided practice to reduce the learning gaps. 02/05/2024
    05/24/2024     		OB, Title funds All Teaching Staff
    Progress Monitoring
    		Measure student progress in real-time with formative practices to check that students are making sufficient progress. 02/12/2024
    05/24/2024     		OB, Title funds All Teaching Staff
    Independent Practice
    		Provide independent practice opportunities for eliminating learning gaps. 03/04/2024
    05/24/2024     		OB, Title Funds All Teaching Staff
    >

    Reduce Learning Gaps through Real-world Application

    What will success look like:

    		Identify the skills causing the learning gaps. Target with direct instruction the most critical skills causing the learning gaps. Provide multiple opportunities for real-world application. Provide independent practice opportunities to reduce learning gaps. Measure student progress in real-time with formative practices to check that students are making sufficient progress.

    Describe the research/evidence base supporting the strategy:

    		Making Up for Learning Losses Will Require Best Practices in Intervention (https://www.ascd.org/el/articles)

    Associated Root Causes:

    Conceptual Thinking Learning Gaps: Due to students struggling with reading, they are not able to understand math text. Students lack confidence in carrying out math computation and problem solving. Students are unable to transfer known math skills to new math problems. Students’ math learning gaps are inhibiting student growth. Students struggle to see math as a way of real-life thinking rather than a series of surface-level concepts to get to know.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Implementation Check-ins Classroom visits Informal & formal observations Walk-throughs 01/08/2024
    05/24/2024
    Weekly     		Jody Medina
    Impact Check-ins Student progress reviews with data and professional practice discussions. 01/15/2024
    05/24/2024
    Monthly     		Syna Kistler

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Identification
    		Identify the skills causing the learning gaps. 01/08/2024
    05/24/2024     		OB, Title funds All Teaching Staff
    Targeted Instruction
    		Target with direct instruction the most critical skills causing the learning gaps. 02/05/2024
    05/24/2024     		OB, Title funds All Teaching Staff
    Progress Monitoring
    		Measure student progress in real-time with formative practices to check that students are making sufficient progress. 02/12/2024
    05/24/2024     		OB, Title Funds All Teaching Staff
    Real-world Application
    		Provide multiple opportunities for real-world application. 03/04/2024
    05/24/2024     		OB, Title funds All Teaching Staff
    Independent Practice
    		Provide independent practice opportunities to reduce learning gaps. 03/11/2024
    05/24/2024     		OB, Title Funds All Teaching Staff
    > >

    "Be Present" Attendance & Engagement Campaign

    What will success look like:

    		Students attend school regularly and are present to experience the continuity of instruction for integration and application of the learning.

    Describe the research/evidence base supporting the strategy:

    		Romero, M., and Lee, Y. (2007). A National Portrait of Chronic Absenteeism in the Early Grades. New York, NY: The National Center for Children in Poverty.

    Strategy Category:

    		Social Emotional Learning Supports

    Associated Root Causes:

    Attendance: Students are not remembering what they learned prior to absences. End up covering the same subject and unit repeatedly. Students are missing instruction and skill development when absent and fall further behind. Students who are consistently present at school rarely fall behind due to following along with unit instruction.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Monthly Monitoring Monthly data review to identify successes and needs for targeted focus. 01/08/2024
    05/24/2024
    Monthly     		All Staff

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Attendance Strategies
    		Staff promotes and integrates attendance strategies for students to be present at school. 01/08/2024
    05/24/2024     		OB, Title Funding All Staff
    Engagement Strategies
    		Staff promotes and integrates engagement strategies for students to be present to the learning. 01/08/2024
    05/24/2024     		OB, Title Funds All Staff
    >

    "Ready to Learn" Ownership of Learning Campaign

    What will success look like:

    		Students are able to connect to the purpose of being in the learning environment ready to learn.

    Strategy Category:

    		Social Emotional Learning Supports

    Associated Root Causes:

    Student Well-being: Students who misbehave are distracted and have a limited attention span and limited engagement. Students lack well-being due to outside circumstances. Students lack motivation and do not see relevance of the instruction.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Monthly Monitoring Monthly check-in on progress of ready-to-learn behaviors. 01/08/2024
    05/24/2024
    Monthly     		All Staff

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Shared responsibility
    		Staff helps students to monitor their progress of ready-to-learn behavior. 01/08/2024
    05/24/2024     		OB, Title Funding All Staff
    Behavior modeling
    		Staff integrates and models expectations for ready-to-learn behavior. 01/08/2024
    05/24/2024     		OB, Title Funding All Staff

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : Social Emotional Well-being

    Performance Indicator:

    		 Other

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

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Attendance:

    Performance Indicator:

    		 Student Behavior

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: 50% reduction in disruptive and harmful student behaviors from 2023-2024
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : ELA: Core Academic Language Proficiency

    Performance Indicator:

    		 Academic Achievement (Status)

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: CMAS: Grade 3: 50%, Grade 5: 45%, Grade 7: 50%
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Math: Core Academic Language Proficiency

    Performance Indicator:

    		 Academic Achievement (Status)

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: CMAS: Grade 4: 37%, Grade 6: 39%, Grade 8: 40%
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Social Emotional Well-being

    Performance Indicator:

    		 Other

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

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Attendance:

    Performance Indicator:

    		 Student Behavior

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: 50% reduction in disruptive and harmful student behaviors from 2023-2024
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : ELA: Core Academic Language Proficiency

    Performance Indicator:

    		 Academic Achievement (Status)

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: CMAS: Grade 3: 50%, Grade 5: 45%, Grade 7: 50%
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Math: Core Academic Language Proficiency

    Performance Indicator:

    		 Academic Achievement (Status)

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: CMAS: Grade 4: 37%, Grade 6: 39%, Grade 8: 40%
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Attachments List

    © 2017 State of Colorado