Colorado's Unified Improvement Plan for Schools

The Juniper 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
  • Math Growth
    		•
  • Lack of fidelty to tier one math curriculum
    		•
  • Improve math instruction and interventions
    		•
  • ELA Growth
    		•
  • Lack of data cycles for students at or above grade level
  • a0B6g00000JAdpY
    		•
  • Create and maintain a system that uses data to drive instruction.
    		•
  • Exiting students identified SRD
    		•
  • Lack of data cycles for students at or above grade level
    		•
  • Create and maintain a system that uses data to drive instruction.
    		•


    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


    The Juniper School is a rural charter school serving approximately 170 K-8th grade students in Durango, CO. The school uses Expeditionary Learning as its instructional model using EL Language Arts and Illustrative Mathematics as its core curriculums.


    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

    Review/revise- noting recent events/changes, etc


    The Juniper School (TJS) is in its 6th year of operation and serves approximately 160 students in grades K-6. TJS provides math instruction aligned with Montessori philosophy, concept-based instruction across all content areas, and uses an inquiry based, workshop model for literacy.  Enrollment has been steadily increased and stabilized since its opening.

    Development of The Juniper School UIP involves collaboration between building leadership, school staff, board of directors and families. The leadership team reviews the School Performance Frameworks for 2019 and 2022), CMAS scores, and internal data to ensure that improvement strategies align with the school's goals. This UIP has been developed with community and parent input during with our school accountability committee and our own internal board of directors.  It will be submitted to the Durango 9R School Board for recommendations and approval at the January 2023 board meeting. The staff works as a professional learning community to discuss the UIP process, school performance ratings, and progress toward goals. 

    The teaching staff, principal, SAAC (School Accountability Advisory Committee), and district administrators all contributed to the development of our plan. Based on state and past and current local data, we have identified root causes and priority performance challenges to address this school year.

    Areas of need:
    As of the 2022 CMAS results, TJS met achievement goals in mathematics and ELA with a 91% participation in grades 3-5.  However, due to our low population, we were not assigned a growth score. 

    However, we had a nine percentage point increase in students scoring meets/exceeds standards on CMAS ELA and a 24 percentage point scoring meets/exceeds standards on CMAS math. These results place us in the top 1% of all schools, including the #1 charter school in Colorado in this area.  NOTE: please reference your data source for the previous statement.  We are still pushing forward with a goal of attaining 85% of all students meeting/exceeding ELA and math standards as measured by CMAS by May 2025.

     

    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

    Celebrations

    Meets achievement in both math and ELA at both the middle and elementary level.

    High iReady and STAR scores

     

    Performance Challenges

    Low growth for elementary ELA and math.

    Due to our growth in adding 8th grade, we did not have enough students in 22-23 take CMAS in 23-24 to have a growth score for middle school.


    Summary of Results

    School Performance Framework: Performance Plan: Low Participation

    CMAS ELA

    2020 - 2021:  47% met/exceeded

    2021 - 2022:  56% met/exceeded

    2022 - 2023:  57% met/exceeded

    2023-2024: 57% met/exceeded




    CMAS Math

    2020 - 2021:  0% met/exceeded

    2021 - 2022:  41% met/exceeded

    2022 - 2023:  46% met/exceeded

    2023-2024: 45% met/exceeded



    K-2 Acadience/Dibels

    2021 - 2022:  53% Benchmark/Above

    2022 - 2023:  67% Benchmark/Above

    2023 - 2024:  68% Benchmark/Above



    K-2 Acadience/Dibels by Grade Level

    This image is not available because: You don’t have the privileges to see it, or it has been removed from the system


    This image is not available because: You don’t have the privileges to see it, or it has been removed from the system



    SRD/READ

    2023 - 2024 EOY Results

    Of the XXXX total students:

    XXX students were exited at the end of the school year


    iReady ELA


    iReady Math

    This image is not available because: You don’t have the privileges to see it, or it has been removed from the system

    Trend Analysis

    Trend Direction: Increasing
    Performance Indicator Target: Academic Achievement (Status)

    Academic Achievement CMAS Math achievement is trending xxxxxxxx. The percentage of students meeting/exceeding standards has increased (2019=15%; 2022=41%; 2023=XX)
    Trend Direction: Increasing
    Performance Indicator Target: Academic Achievement (Status)

    Academic Achievement (Status) CMAS ELA achievement is trending xxxxxxx. The percentage of students meeting/exceeding standards has increased (2019=44%; 2021=47%; 2022=56%)
    Trend Direction: Increasing
    Performance Indicator Target: Academic Growth

    Student Dibels scores have been continually increasing. Students well below/below benchmark decreased from 44 to 41%. The biggest decrease was students well below benchmark decreased from 25% to 16%.
    Trend Direction: 
    Performance Indicator Target: Academic Growth

    The percentage of students identified SRD/READ is trending xxxxxxxxxxxx
    Trend Direction: 
    Performance Indicator Target: Academic Growth

    Academic Achievement CMAS ELA growth is trending xxxxxxxx. The percentage of students ...growth data
    Trend Direction: 
    Performance Indicator Target: Academic Growth

    Academic Achievement CMAS Math growth is trending xxxxxx. The percentage of students ...growth data

    Additional Trend Information:

                    See Current Performance section of this plan.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Math Growth

    Despite considerable math growth in 2022, it is below the 85 PR goal @ 63 RP

    Area of Focus: Math growth


    Root Cause: Lack of fidelty to tier one math curriculum

    Teachers are struggling to use San Francisco math with high levels of fidelity.


    Priority Performance Challenge:  ELA Growth

    Most of our schools growth is students below grade level.

    Area of Focus: Other growth


    Root Cause: Lack of data cycles for students at or above grade level

    Although the students do take part in the data cycle, we do not create detailed plans for students above grade level.

    Root Cause: a0B6g00000JAdpY

    Juniper needs to increase its instructional capacity by implementing a system of regular instructional coaching and feedback


    Priority Performance Challenge:  Exiting students identified SRD

    Area of Focus: Early literacy


    Root Cause: Lack of data cycles for students at or above grade level

    Although the students do take part in the data cycle, we do not create detailed plans for students above grade level.


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


    Our school goal is to be at 85 PR in math and ELA on CMAS by the end of the 24-25 school year.  To reach this goal, we need all students to make over a full year's growth, not just students below grade level.  This has been reflected in where we have directed our resources in our data and intervention cycles.  We must begin focusing on growth plans for students at or above grade level and track these students' goals. 

    In mathematics, this is our second year of implementation with San Francisco math.  Teachers are still struggling to implement this curriculum with fidelity causing alignment issues with priority standards and assessments. 

    How were the Root Causes were selected and verified:

    Root causes were selected and verified in the following manner:
    1. Through analysis of data, student performance problems and trends were identified
    2. Using this information, problems and trends were verified using local assessment data, observation, student work, and anecdotal evidence
    3. Root causes surfaced as a result of the process, via staff and parent feedback and observation
    4. Root causes were selected to align with districtwide improvement efforts since these efforts addressed the root causes

     

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    >

    Create and maintain a system that uses data to drive instruction.

    What will success look like:

    		Assessments and instruction will be analyzed in a data driven system to inform student achievement using strategies using Paul Bambrink Santoya's work in Driven by Data 2.0. Within this model, teachers will: create six week interim assessments in reading, writing, and math based on prioritized Colorado Academic Standards; have a release day every six weeks to analyze data and to create an action plan to reteach missed learning; collaborate with intervention to create purposeful groupings for six week intervention cycles; align daily learning targets to checks for understanding and feedback.

    Describe the research/evidence base supporting the strategy:

    		"The use of data to drive decision making is a common theme that unites recommendations from the Institute of Educational Sciences" (August 2014, Institutes for Research, the Institute of Educational Sciences, and the National Center on Intensive Interventions). Educators need a way quickly assess students, monitor progress, track growth over time, and adapt instruction. Academic achievement must be continually monitored through the use of valid and reliable assessments. We will utilize performance based assessment strategies to continuously inform instruction to meet the needs of all students in order to measure their progress toward mastery of grade level expectations and improve instruction. The Juniper math benchmarks will provide reliable and comparable data across students and classes.

    Associated Root Causes:

    Lack of data cycles for students at or above grade level: Although the students do take part in the data cycle, we do not create detailed plans for students above grade level.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Data Cycle refinement and implementation Teacher teams analyze data, adjust instruction, and adapt interventions using interim assessments every 6 weeks. 08/01/2023
    05/30/2025
    Monthly     		Head of School, Assisstant Headof School, instructional coaches, ESS team, general ed. teachers
    Staff trained on Illustrative Mathematics Curriculum 100% of staff will be trained in how to conduct and monitor data cycles and deliver effective math instruction and intervention 08/01/2023
    05/30/2025
    Quarterly     		Data cycle and instructional coaches, HoS, AHoSall staff
    Bi-Monthly Coaching cycles All classroom staff will take part in weekly and bi-monthly coaching cycles. During this cycle, teachers will report out using exit tickets aligned to priority standards, 08/01/2023
    05/30/2025
    Quarterly     		Data cycle coach, HoS, all staff

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Give benchmark assessments
    		Six imes per year, students will be given both the interim benchmark assessments and the iReady math assessment. 08/01/2024
    05/30/2025     		Assessments Head of School
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    		08/01/2024
    05/30/2025     		Head of School
    >

    Weekly observation/feedback cycle to ensure effective instruction in every class

    What will success look like:

    		All instructional staff will engage in a weekly observation feedback cycle based on the work of Paul Bambrick-Santoya's work detailed in Leverage Leadership 2.0 and Get Better Faster. This feedback will be aligned to six fundamental areas on instructional growth as identified by Robert Marzano's work "Teacher Evaluation that Makes a Difference": clear learning goals, tier 1 direct instruction practices, scaffolding of information within a lesson, attention to the Colorado Academic Standards, layout of the learning environment, and instruction aligned to assessment. Feedback meetings will be tied to both instructional observations and student learning as measured by exit tickets aligned to instruction and the standards.

    Describe the research/evidence base supporting the strategy:

    		Coaching has one of the largest impact sizes on student achievement, much greater than schoolwide PD. "Teacher coaching has large positive effects on both instructional practice and student achievement . On average, coaching improves the quality of teachers’ instruction and its effects on student achievement by 0.49 standard deviations and 0.18 standard deviations, respectively. For both outcomes, the magnitude of the effect of coaching is comparable to or exceeds the largest published estimates of the difference in performance between a novice teacher and an experienced veteran. (Kraft and Blazer, 2021) Weekly coaching will not only improve student achievement, but will also increase norm instructional practices across The Juniper School.

    Associated Root Causes:

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Marzano based teacher cycles During team meetings, teachers will determine effective instruction and make adjustments based on assessment and observation. 08/01/2023
    05/30/2025
    Weekly     		Head of school

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Regular observations and feedback on instruction and intervention
    		Staff will benefit from regular observations and feedback on teaching practices and student learning. 08/01/2024
    05/30/2025     		Instructional coaching protocol HoS
    ELA benchmarks
    		Teachers will administer benchmarks and assess student achievement and growth. Data will be used to inform instruction and design targeted literacy interventions. 08/01/2024
    05/30/2025     		Acadience (DIBELS), Writing rubrics, iReady HoS
    >

    Improve math instruction and interventions

    What will success look like:

    		The Juniper School selected as its first math curriculum, San Francisco Math at the end of 20-21 school year. It was chosen due to its alignment to the Colorado Academic Standards and for the ability to integrate Montessori mathematics practices. All staff returned two days early from summer break to attend a two day professional development on SF Math. Staff completed a self-paced summer professional development "How to Learn Math" through Stanford University. Dreambox Math math support software will assist with data tracking, enrichment, and interventions. The daily schedule now has a scheduled 90 minute math learning block to incorporate the workshop instruction model and to allow a specific intervention schedule to allow intervention groups to be pulled without missing grade level core instruction. Two part-time ESS staff and one full-time interventionist were hired to pull intervention groups based off of iReady data, 6-week interim data cycles, and teacher observations.

    Describe the research/evidence base supporting the strategy:

    		"The American Institutes for Research and the What Works Clearinghouse recommend that educators should screen all students in order to identify those in need of supplementary assistance. Additionally, the National Council of Teachers of Mathematics and the What Works Clearinghouse found that explicit and systematic instructional methods are highly effective strategies." (August 2014, Institutes for Research, the Institute of Educational Sciences, and the National Center on Intensive Interventions)

    Associated Root Causes:

    Lack of fidelty to tier one math curriculum: Teachers are struggling to use San Francisco math with high levels of fidelity.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Improved core math instruction 100% of teachers will be trained in San Francisco Math, math intervention, and the alignment between CAS and the TJS math instruction. 08/01/2023
    05/30/2025
    Monthly     		HoS

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Adjust instruction and intervention
    		Adjust interventions, student grouping, and instructional methods. 08/01/2024
    05/30/2025     		HoS
    Math benchmarks
    		Teachers will administer benchmarks and assess student achievement and growth. Data will be used to inform instruction and design targeted math instruction 08/01/2024
    05/30/2025     		iReady, Grade level math benchmarks, interim assessments (exit tickets and checks for understanding) HoS

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : Math Growth

    Performance Indicator:

    		 Academic Achievement (Status)

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: By May 2025, the percentage of students meeting/exceeding standards in math will increase by at least five percentage points as measured by CMAS math
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : ELA Growth

    Performance Indicator:

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

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Exiting students identified SRD

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Less than 20%
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

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