Colorado's Unified Improvement Plan for Schools

Bergen 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
  • Static ELA Growth
    		•
  • Need consistent data literacy across all grade levels
    		•
  • Enhance a culture of data literacy and reduce number of READ plans
    		•
  • Maintain Math Achievement
    		•
  • Need for depth of understanding of CAS-aligned planning and instruction
    		•
  • Monitor and strengthen the instructional core
    		•
  • Increase Student Sense of Belonging
    		•
  • Inconsistent use of SELs structure and resources
    		•
  • Expand a Culture of Belonging
    		•


    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


    Bergen Elementary is a PK-5th grade school in Evergreen, CO. We are a John Irwin award-winning neighborhood school and our mission is to educate and empower the whole child for success. We have a strong commitment by every staff member to support student learning through authentic learning, differentiated instruction and involving parents as partners. We utilize data to drive our instruction and meet the needs of each learner. Every teacher has been trained in the Orton-Gillingham multi-sensory approach to reading, as well as trained in the science of reading. School Accountability Committee is part of the process in looking at data, understanding the context of the data and giving feedback regarding grade level action steps. While known for our academic excellence, we are also equally committed to supporting the needs and development of the whole child. We foster a caring, welcoming, and respectful environment, and proactively teach social-emotional skills throughout the school day. Our school is dedicated to a strong sense of community and belonging where all are welcome. Prior to the 2024-25 school year, Bergen Elementary represent two locations: Bergen Meadow with PreK-2nd grade students and Bergen Valley houses 3rd, 4th and 5th grade students. This school year we have consolidated under one roof with PK-5th grade together. With the consolidation process, our enrollment has stabilized. Our parent community is highly engaged and supportive of our programs. They raise in excess of $75,000 per year to give to the schools. This has created an opportunity for 1:1 devices for all students, a greenhouse, staff development, materials, equipment and avenues to support students in many other areas of interest.

    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

    Historical READ Plan Data

    We started 2023 with 34 K-5 students on READ Plans. We set a goal of removing 10% of those students by the end of the year. We ended the year we removed 13 students from READ plans which is 38%, thus meeting that goal.


    2023-2024 BOY READ Plans

    TOTAL K-5 READ plans: 34


    2023-2024 EOY READ Plans: 21


    Historical CMAS ELA Growth

    Our MGP for CMAS ELA 4th-5th grade for 2022-2023 was 55 and in 2023-2024 was 53.


    Historical CMAS Math Achievement

    Our CMAS Math Achievement for 2022-2023 was 69% meets/exceeds in grades 3-5 and in 2023-2024 it was 67% meets/exceeds in grades 3-5.



    We will continue to aim high for growth in literacy and achievement in math. We will use the grade level standards as our north star to ensure that teachers are teaching grade level expectations to all students in core instruction, while also differentiating to meet all needs in small groups.


    Historical Panorama Education Survey Data - Belonging

    Spring 2023-34 Belonging Data Grades 3-5:

    Overall 65% Favorable Responses

    Question 1: How much support do the adults at your school give you? 82% Favorable

    Question 2: How well do people at your school understand you as a person? 52% Favorable

    Question 3: How much respect do students at your school show you? 59% Favorable

    Question 4: Overall, how much do you feel like you belong at your school? 67% Favorable

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Static ELA Growth

    Area of Focus: English/Language Arts growth


    Root Cause: Need consistent data literacy across all grade levels

    Monitoring student data consistently and systemically will allow us to track student growth on a regular basis and use this information to make data-informed instructional decisions to increase student growth.

    Root Cause Category: Data Analysis


    Priority Performance Challenge:  Maintain Math Achievement

    Area of Focus: Math achievement


    Root Cause: Need for depth of understanding of CAS-aligned planning and instruction

    If we implement all components of the internalization process, including: Standards Alignment (Unit) Know/Show (unit) Planning for misconceptions (Daily and/or Assessment) Access/Challenge (Daily and/or Assessment) CFUs and Aligned Feedback (Daily and/or Assessment) Academic Monitoring with exemplar (Daily and/or Assessment) Data Analysis then teachers will integrate these components into their backward planning which will positively impact student math achievement

    Root Cause Category: Instruction


    Priority Performance Challenge:  Increase Student Sense of Belonging

    Area of Focus: Social-Emotional/Trauma-Informed


    Root Cause: Inconsistent use of SELs structure and resources

    We are still building coherence and consistency with our SEL best practices in all classrooms.

    Root Cause Category: Social-Emotional/Trauma-Informed

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Enhance a culture of data literacy and reduce number of READ plans

    Describe the research/evidence base supporting the strategy:

    		This strategy is aligned to our district's major improvement strategy to create system coherence across the district.

    Strategy Category:

    		Data Analysis & Reflection Practices

    Associated Root Causes:

    Need consistent data literacy across all grade levels: Monitoring student data consistently and systemically will allow us to track student growth on a regular basis and use this information to make data-informed instructional decisions to increase student growth.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Increase ELA growth

    		Teachers, Admin, Instructional Coach, SERS

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU000002ysPN
    		08/28/2024
    05/23/2025     		Teachers, Instructional Coach, Admin, SERS
    a05PU000002ysPO
    		08/28/2024
    05/23/2025     		Teachers, Instructional Coach, Admin, SERS
    a05PU000002ysPP
    		08/28/2024
    05/23/2025     		ILT, Instructional Coach, Admin
    > >

    Monitor and strengthen the instructional core

    Describe the research/evidence base supporting the strategy:

    		This strategy is aligned to our district's major improvement strategy to create system coherence across the district. We will receive professional learning throughout the year around this strategy.

    Strategy Category:

    		Curriculum and Content

    Associated Root Causes:

    Need for depth of understanding of CAS-aligned planning and instruction: If we implement all components of the internalization process, including: Standards Alignment (Unit) Know/Show (unit) Planning for misconceptions (Daily and/or Assessment) Access/Challenge (Daily and/or Assessment) CFUs and Aligned Feedback (Daily and/or Assessment) Academic Monitoring with exemplar (Daily and/or Assessment) Data Analysis then teachers will integrate these components into their backward planning which will positively impact student math achievement

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Coherence in all math classrooms that are focused on grade-level expectations

    		Teachers, Instructional Coach, Admin, SERS

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU000002yiY6
    		08/28/2024
    05/23/2025     		Teachers, Instructional Coach, Admin, SERS, District TOSA
    a05PU000002yiY7
    		08/28/2024
    05/23/2025     		Instructional Coach, Admin, Community Superintendent
    > >

    Expand a Culture of Belonging

    Describe the research/evidence base supporting the strategy:

    		Student's sense of belonging impacts their ability to be ready learners. Students who feel a strong sense of belonging to their school community show higher levels of engagement, respectful relationships with peers and adults, and better learning outcomes.

    Strategy Category:

    		Social Emotional Learning Supports

    Associated Root Causes:

    Inconsistent use of SELs structure and resources: We are still building coherence and consistency with our SEL best practices in all classrooms.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : Static ELA Growth

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Bergen Elementary will reduce the total number of READ Plans in grades K-5 by 10%.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: This year, Bergen Elementary’s MGP in CMAS ELA will be 56 by 2024-2025.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Maintain Math Achievement

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: This year, Bergen Elementary’s Math Achievement in CMAS Math in 24-25 will be 68.5% or higher in grades 3-5.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Increase Student Sense of Belonging

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Bergen Elementary will increase students' sense of belonging from 65% to 68%.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

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