Colorado's Unified Improvement Plan for Schools

Lasley 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
  • Declining proportion of students meeting expectations in 4th grade in ELA
    		•
  • Lack of effective and collaborative planning
    		•
  • Monitor and Strengthen the Instructional Core
  • Enhancing a Culture of Data Literacy
    		•
  • Declining proportion of students meeting expectations in 4th & 5th grade in Math
    		•
  • Lack of effective and collaborative planning
    		•
  • Monitor and Strengthen the Instructional Core
  • Enhancing a Culture of Data Literacy
    		•
  • Expanding operational systems and structures
    		•
  • Lack of clear school wide systems and structures
    		•
  • Expand a culture of safety and belonging
    		•
  • READ Act
    		•
  • Lack of effective and collaborative planning
    		•
  • Monitor and Strengthen the Instructional Core
  • Enhancing a Culture of Data Literacy
    		•


    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


    Lasley Elementary is a neighborhood school that currently serves 576 students grades Kindergarten through 6th grade. Our enrollment has significantly increased from our October 1 count of 279 2022. This is primary because Emory Elementary was closed at the end of May 2023 and the families within that school boundary became a part of Lasley's school boundaries. Our Free and Reduced lunch rate last year was 78% and at this point in time Lasley is at 57% for the 2024- 2025 school year. Lasley Elementary serves a diverse population of students from different backgrounds as highlighted in the data below: Student Population by Race/Ethnicity: The latest demographics show the population as: 75% Hispanic/Latino, 15% White, 6% Asian, 3% two or more races, and 1% Other. Of these students, 44% are English Language Learners (ELLs). For the 2024-2025 school year, Lasley currently has 40% of students that are on a READ plans. Since Fall of 2019, the administrative team partnered with grade level teams and support personal (i.e. Special Education Providers) to analyze CMAS data from Spring 2019 (due to COVID implications) data and most recently CMAS data from Spring 2023, most recent MAP data, and DIBLES growth scores in order to brainstorm possible root causes of low academic data. It is important to note that with closure of Emory Elementary, Lasley has absorbed over 150 students and over 30 staff members. It has been necessary to analyze data from 2022-2023 from Lasley Elementary and Emory and Elementary to understand trend analysis, determine root cause analysis, and an action plan for the 2023-2024 school year. In addition, it is important to note that the data from 2023-2024 is new baseline data from the merger of Emory and Lasley Elementary. The analysis of the aforementioned data lead Lasley Elementary to three foci, monitoring and strengthening instructional core, enhancing a culture of data literacy, and expanding a culture of safety and belonging. The continuation of the literacy resource, Into Reading, and Illustrative Math will take place for the 2024-2025 school year to maintain strong core literacy and math instruction in grades kindergarten through sixth grade for Lasley students. It is also important to note that Illustrative Math was a new resource that was implemented in the 2023-2024 school year. The Instructional Leadership Team (ILT), comprised of administration and teacher leaders, was the second group to go over the aforementioned data from Lasley and Emory Elementary and the data from post merge of Lasley and Emory Elementary. The ILT then analyzed and discussed the findings in order to brainstorm root causes and subsequent action plans for these root causes. Additionally, we had the entire staff analyze and review root cause analysis and finalized what our school thought the foundation of our concerns. We took these findings and brought it to the School Accountability Commitee (comprised of parents and staff) on September 11th, 2024 and created an agreement about the root cause. Our school accountability committee (families and community members) reviewed results from our assessment data and agreed on using the strategies working on improving student culture through school wide and classroom procedures and attendance strategies, implementing, monitoring, and adapting instructional strategies with strong curricula resources as well as focusing on data literacy and responding to data. Both the school accountability committee and Lasley staff have been made aware of our academic and cultural needs. The following practices are currently implemented at Lasley Elementary: Fidelity to a guaranteed and viable curriculum Best practices are utilized in core instruction and intervention to meet and support the needs of the whole child Professional Learning Community (PLC) meets weekly with collaborative teams to customize classroom instruction to reflect most recent data and student needs Multiple family engagement nights to partner with parents and community Constant adjusting of instructional practices and student grouping from the results weekly progress monitoring Monthly principal and parent partnership meetings Trimester School Accountability Committee meetings with families and community members

    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

    The Student Performance Priorities were selected to focus on growth to ensure that students at Lasley Elementary are making at least one year's worth of growth in ELA and Math within the next two years.


    In ELA fourth grade students had a Median Growth Percentile (MGP) of 36 in 2023-2024 and in 2022-2023 fourth grade students had a MGP of 40. On the other hand, in 5th grade, the MGP in 2022-2023 was 36 in ELA and in 2023-2024 the MGP in 5th grade was 54 in ELA. In addition, in 6th grade, the MGP in 2022-2023 was 46 in ELA and in 2023-2024 the MGP in 6th grade was 53 in ELA. Fifth and sixth grade ELA growth continues to make significant growth (over one years growth), whereas 4th grade ELA growth is not growting as rapidly as other grade levels. This supports that a growth goal is needed for 4th Grade in ELA.


    In addition, READ Plan data is another component to rationalize the Student Performance Priorities. The READ Act Intermin Assessment Lasley uses is DIBELS and Lectura. In 2023-2024, Acadience was administered three times per year- Fall 2023, Winter 2023 and Spring 2024. ''Acadience Reading Diagnostic is a diagnostic assessment of literacy skills that assists educators in untangling the many possible reasons why a student may be struggling to make reading progress'' (Acadience).



    Dibels 8

    Total students tested, K-3:

    -Beginning of the Year (BOY): 307

    -Middle of the Year (MOY):  302

    -End of the Year: 313


    In 2023-2024, here is the progression of all students K-3 reading at or above benchmark from BOY to EOY (see Bar Graph 1 to see this data for all students in K-3).

    • BOY - 33% 
    • MOY- 37%
    • EOY- 51%
    • Over the course of the year, students reading at or above benchmark increased187% from BOY to EOY. By the end of the year, we decreased the percentage of students below benchmark by 18%.


     Lectura, 

    Total students testedK-3:

    -Beginning of the Year (BOY):146

    -Middle of the Year (MOY): 138

    -End of the Year: 150


    In 2023-2024, here is the progression of all students K-3 reading at or above benchmark from BOY to EOY (see Bar Graph 1 to see this data for all students in K-3).

    • BOY - 29% 
    • MOY- 33%
    • EOY- 47%
    • Over the course of the year, students reading at or above benchmark increased 18% from BOY to EOY. By the end of the year, we decreased the percentage of students below benchmark by18%.




    Disaggregated data by grade level of percentages of students at or above benchmark from BOY to EOY:


    Dibels 8

    Kindergarten 13% BOY to 62% EOY, 49% increase

    1st grade: 25% BOY to 45% EOY; a 20% increase 

    2nd grade: 46% BOY to 50% EOY, a 4%  increase

    3rd grade:  42% BOY to 50% EOY a 8% increase 


    Lectura:

    Kindergarten: 26% BOY to 73% EOY, 47% increase

    1st grade: 20% BOY to 26% EOY, 2% increase

    2nd grade: 37% BOY to 33% EOY; 4% decrease

    3rd grade: 36% to 60% EOY, 24% increase


    In Math fourth grade students had a Median Growth Percentile (MGP) of 29 in 2023-2024 and in 2022-2023 fourth grade students had a MGP of 42. On the other hand, in 5th grade, the MGP in 2022-2023 was 34 in Math and in 2023-2024 the MGP in 5th grade was 42 in Math. In addition, in 6th grade, the MGP in 2022-2023 was 43 in Math and in 2023-2024 the MGP in 6th grade was 58 in Math. Fifth and sixth grade Math growth continues to rise, whereas 4th grade Math growth is declining. This supports that a growth goal is needed for 4th Grade in Math and in 5th Grade Math to support the students that did not make close to one years worth of growth.


    Last year, Lasley's attendance rate was an average of 89.5% with October, December, April, and May being the lowest attending months.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Declining proportion of students meeting expectations in 4th grade in ELA

    Area of Focus: English/Language Arts growth


    Root Cause: Lack of effective and collaborative planning

    Classroom teachers are frequently meeting and dividing tasks and responsibilities instead of collaboratively planning lessons that is data driven.

    Root Cause Category: Instruction


    Priority Performance Challenge:  Declining proportion of students meeting expectations in 4th & 5th grade in Math

    Area of Focus: Math growth


    Root Cause: Lack of effective and collaborative planning

    Classroom teachers are frequently meeting and dividing tasks and responsibilities instead of collaboratively planning lessons that is data driven.

    Root Cause Category: Instruction


    Priority Performance Challenge:  Expanding operational systems and structures

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


    Root Cause: Lack of clear school wide systems and structures

    The growth and doubling in size has caused staff to realize that some systems (monitoring attendance and school wide routines and procedures) are no longer effective or efficient.

    Root Cause Category: Student engagement systems


    Priority Performance Challenge:  READ Act

    Area of Focus: Early literacy


    Root Cause: Lack of effective and collaborative planning

    Classroom teachers are frequently meeting and dividing tasks and responsibilities instead of collaboratively planning lessons that is data driven.

    Root Cause Category: Instruction

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Monitor and Strengthen the Instructional Core

    Describe the research/evidence base supporting the strategy:

    		The data in 5th and 6th grade from CMAS from 2022-2023 to 2023-2024 indicate that there is strong evidence of collaborative planning results in growth in students academic success. Research also states that collaboration (teacher clarity) has an effect size of .75.

    Strategy Category:

    		Curriculum and Content

    Associated Root Causes:

    Lack of effective and collaborative planning: Classroom teachers are frequently meeting and dividing tasks and responsibilities instead of collaboratively planning lessons that is data driven.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    See PM tool for end of year goals and milestones

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU000003cdZh

    > >

    Enhancing a Culture of Data Literacy

    Describe the research/evidence base supporting the strategy:

    		The focus on Data Driven Instruction (DDI) at Lasley Elementary is supported by research emphasizing its impact on improving student achievement and closing learning gaps. Studies show that when teachers regularly collect and analyze data, they are better equipped to make informed instructional decisions that directly address student needs. Consistent Use of Data: Research from the Institute of Education Sciences (IES) suggests that effective data-driven decision-making enhances student outcomes. Teachers who frequently analyze data can tailor their teaching strategies to meet individual learning gaps and needs, ensuring that instructional decisions are aligned with student progress and development. Collaborative Review of Student Data: A report by the Data Quality Campaign highlights the importance of teachers and instructional leaders meeting regularly to discuss student data. This practice fosters a collaborative environment, where data analysis is embedded into the school's culture, ensuring instructional coherence and consistency across classrooms. Frequent Monitoring and Response: Research supports that frequent monitoring and responding to data on a daily or weekly basis can lead to more timely interventions. Studies from organizations like the National Center for Education Statistics (NCES) indicate that regular student progress monitoring leads to targeted instructional adjustments, improving both short-term and long-term student outcomes. This approach is proven to not only enhance academic achievement but also to foster growth by ensuring that teaching strategies are aligned with the specific and evolving needs of all students.

    Strategy Category:

    		Data-Informed Instruction

    Associated Root Causes:

    Lack of effective and collaborative planning: Classroom teachers are frequently meeting and dividing tasks and responsibilities instead of collaboratively planning lessons that is data driven.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    See PM tool for end of year goals and milestones

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU000003cdZi

    > >

    Expand a culture of safety and belonging

    Describe the research/evidence base supporting the strategy:

    		Research supports the idea that creating a sense of belonging and building strong relationships between staff and students leads to improved attendance. Sense of Belonging and Engagement: Studies from the American Psychological Association (APA) suggest that when students feel a sense of belonging in their school community, they are more likely to attend regularly. Feeling welcomed and understood by teachers and staff increases student engagement and fosters a supportive learning environment. High Expectations for Behavior and Engagement: Research from the University of Chicago Consortium on School Research indicates that schools with a culture of high expectations for behavior and engagement see improvements in student attendance. When students understand that there are consistent expectations, they are more likely to meet them, resulting in better attendance and participation. Positive Student-Teacher Relationships: Research published by the National Association of Secondary School Principals (NASSP) shows that when teachers and staff know the unique strengths and needs of their students, and build strong, positive relationships, students feel more connected to their school. This connection leads to increased attendance, as students are more likely to attend when they feel valued and respected by their teachers. Safe and Supportive Environment: A report by the Centers for Disease Control and Prevention (CDC) suggests that students who feel safe and supported at school are more likely to attend regularly. Proactively addressing students' emotional and psychological needs contributes to a welcoming environment, which in turn improves attendance. By focusing on these research-backed strategies, Lasley can create a school environment that encourages students to attend more regularly, knowing that they are seen, supported, and expected to succeed.

    Strategy Category:

    		School or District Climate and Culture

    Associated Root Causes:

    Lack of clear school wide systems and structures: The growth and doubling in size has caused staff to realize that some systems (monitoring attendance and school wide routines and procedures) are no longer effective or efficient.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    See PM tool for end of year goals and milestones

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU000003cdZj


    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : Declining proportion of students meeting expectations in 4th grade in ELA

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Increase the MGP from 36 to 55 in 4th grade in ELA on CMAS.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Declining proportion of students meeting expectations in 4th & 5th grade in Math

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Increase the MGP from 29 to 55 in 4th grade and from 42 to 50 in 5th grade in Math on CMAS.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Expanding operational systems and structures

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Improve attendance by 2% or more in at least three of our four historically lowest months
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : READ Act

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Students taking DIBELS 8 will show a 20% increase of scoring at benchmark by going from 26 to 46. Students taking Lectura will show a 20% increase of scoring at benchmark by going from 35 to 55.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

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