Colorado's Unified Improvement Plan for Schools

Bauder 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
  • Math Achievement
    		•
  • Emphasis of IMPACT work.
  • MTSS Process
    		•
  • Strategy 1: Effective Teams
  • MTSS Process
    		•
  • Literacy Achievement
    		•
  • Emphasis of IMPACT work.
  • MTSS Process
    		•
  • Strategy 1: Effective Teams
  • MTSS Process
    		•
  • Connection/ Belonging
    		•
  • Connection Opportunities
    		•
  • Strategy 2: Connection and 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


    Bauder provides comprehensive neighborhood school services with a focus on the whole child. At each grade level we have a specialist who serves as a data coach for the team and provides math, reading, and ELD services to students needing extra support. We also have a Gifted and Talented Coordinator for the school who collaborates with grade level teachers and provides pull out services for identified students. Our two full-time counselors lead our schoolwide positive behavior intervention and support program, support teachers in delivering regular social-emotional learning lessons, provide small group and one on one instruction to students in targeted areas, and help teachers develop individualized plans for students needing extra support. Our school staff is committed to the IMPACT team process and collaborates regularly across the grade to be sure we are meeting the individual needs of each and every student. Bauder also has two Early Childhood classrooms and three Center Based Autism (CBA) classrooms. Our CBA staff collaborates regularly with general education teachers to provide an inclusive and integrated experience for students. Students have specials classes every day, partaking in art, music, technology, and P.E. classes every week.  Our 4th ad 5th grade students are able to select a weekly specials class of their choice based on their interests.
     

    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

    Bauder provides comprehensive neighborhood school services with a focus on the whole child. At each grade level we have a specialist who serves as a data coach for the team and provides math, reading, and ELD services to students needing extra support. We also have a Gifted and Talented Coordinator for the school who collaborates with grade level teachers and provides pull out services for identified students. Our two full-time counselors lead our schoolwide positive behavior intervention and support program, support teachers in delivering regular social-emotional learning lessons, provide small group and one on one instruction to students in targeted areas, and help teachers develop individualized plans for students needing extra support. Our school staff is committed to the IMPACT team process and collaborates regularly across the grade to be sure we are meeting the individual needs of each and every student. Bauder also has two Early Childhood classrooms and three Center Based Autism (CBA) classrooms. Our CBA staff collaborates regularly with general education teachers to provide an inclusive and integrated experience for students. Students have specials classes every day, partaking in art, music, technology, and P.E. classes every week.  Our 4th ad 5th grade students are able to select a weekly specials class of their choice based on their interests.
    Our SUIP is drafted with input from our building Shared Leadership Team (SLT), our building IMPACT committee, and our School Accountability and Advisory Committee (SAAC).  Once input is taken, then the plan is then finalized by the Shared Leadership Team and the principal.
     

        

    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).

    We successfully implemented our IMPACT team benchmarks. Grade level reps met monthly and grade level teams met every 2 weeks to increase teacher clarity, develop common formative assessments, analyze student evidence, and create action plans for instruction. We have seen very strong growth scores for all student groups in both literacy and math over the last 2 years. Because of our strong growth scores, we have set improvement goals for achievement.  In the 2022-2023 school year, we met our performance indicator target of 45% of students meeting or exceeding expectations on CMAS math. In the 2023-2024 school year, we were able to mostly maintain that performance level with 44% of students meeting or exceeding expectations on CMAS math.  From the 2022 to 2023, we saw an improvement in READ benchmark results from 57% at or above benchmark to 64% at or above benchmark.  In the 2024, we maintained that level with 63% at or above benchmark. However, we did not meet our achievement goal of 70%. In short, we did implement our strategies with integrity and those strategies did result in improved scores.  However, the improvement leveled off and we need to try something new to continue the growth in achievement. 


    Based on your reflection and evaluation, provide a summary of the adjustments that you will make for this year's plan.

    In our analysis of school data this year, we recognized a large discrepancy in achievement data between students who do and do not qualify for free and reduced lunch.  In this year's plan we will focus more specifically on this student population, which should have a large impact on our overall achievement scores.  

    Current Performance

    Our teams reviewed our SPF, CMAS, NWEA, DIBELS, Student Connections Survey, and internal data.  Our SPF shows our highest overall Performance rating in many years, with growth scores meeting and exceeding requirements. However, we did not meet requirements in achievement for our free/reduced- price lunch eligible students, minority students, and students with disabilities. In our Connections Survey data, we saw overall increases in students' feelings of safety and connection, however some groups of students, particularly Latinx students and Arabic-speaking students, felt less safe than their peers.

    Annual growth effect size for all literacy assessments (CMAS, DIBELS, MAPS) for students who are not Free/ Reduced Lunch Price Eligible:
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    Annual growth effect size for all literacy assessments (CMAS, DIBELS, MAPS) for students who are  Free/ Reduced Lunch Price Eligible:
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    Spring achievement effect size for all literacy assessments (CMAS, DIBELS, MAPS) for students who are not Free/ Reduced Lunch Price Eligible:
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    Spring achievement effect size for all literacy assessments (CMAS, DIBELS, MAPS) for students who are Free/ Reduced Lunch Price Eligible:
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    Annual growth effect size for all math assessments (CMAS, MAPS) for students who are not Free/ Reduced Lunch Price Eligible:
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    Annual growth effect size for all math assessments (CMAS, MAPS) for students who are Free/ Reduced Lunch Price Eligible:
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    Spring achievement effect size for all math assessments (CMAS, MAPS) for students who are not Free/ Reduced Lunch Price Eligible:
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    Spring achievement effect size for all math assessments (CMAS, MAPS) for students who are Free/ Reduced Lunch Price Eligible:
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    Trend Analysis

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

    In our combined NWEA, CMAS, Acadience, and DIBELS data we see literacy achievement effect sizes trending up over the last several years with an achievement effect size of 0.05 this last year, finally scoring above the state/ national norms.
    Trend Direction: Increasing
    Performance Indicator Target: Academic Achievement (Status)

    In our combined NWEA and CMAS data we see math achievement effect sizes trending up over the last several years going from an achievement effect size of -0.09 in 2020/2021 to 0.10 in 2023/24.
    Trend Direction: Increasing
    Performance Indicator Target: Academic Growth

    In our CMAS and NWEA literacy and math data, we see growth effect sizes trending up over the last several years.

    Additional Trend Information:

    Growth effect sizes:
    Literacy    :


    Math:





    Literacy achievement effect sizes:





    Math achievement effect sizes:

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Math Achievement

    Only 23% of students who are free/ reduced lunch price eligible are meeting proficiency requirements on CMAS Math compared 67% of students who are not free/ reduced lunch price eligible.

    Area of Focus: Math achievement


    Root Cause: Emphasis of IMPACT work.

    IMPACT Team work has been very effective as evidenced by excellent growth scores and upward trends in achievement scores. Continuing to support and emphasize this work is crucial to meeting our goals.

    Root Cause Category: Instruction

    Root Cause: MTSS Process

    Insufficient strategies, procedures, and supports are currently in place for free/ reduced price lunch eligible students.

    Root Cause Category: Intervention Systems


    Priority Performance Challenge:  Literacy Achievement

    Only 25% of students who are free/ reduced lunch price eligible are meeting proficiency requirements on CMAS ELA compared 64% of students who are not free/ reduced lunch price eligible.

    Area of Focus: English/Language Arts achievement


    Root Cause: Emphasis of IMPACT work.

    IMPACT Team work has been very effective as evidenced by excellent growth scores and upward trends in achievement scores. Continuing to support and emphasize this work is crucial to meeting our goals.

    Root Cause Category: Instruction

    Root Cause: MTSS Process

    Insufficient strategies, procedures, and supports are currently in place for free/ reduced price lunch eligible students.

    Root Cause Category: Intervention Systems


    Priority Performance Challenge:  Connection/ Belonging

    Although our overall Connection Survey data is positive, we have two students groups (Latinx students and students who speak Arabic) who report not feeling as safe at school as their peers report.

    Area of Focus: School/District Culture


    Root Cause: Connection Opportunities

    Not all student groups are responding to our connection opportunities.

    Root Cause Category: Family/community engagement

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

    The first two performance challenge areas were selected based on our analysis of Acadience, NWEA, and CMAS data in literacy and math. Although, we have positive Z gains from BOY to EOY data for all sub groups in both literacy math, we are still not seeing adequate achievement results.  Our connection and belonging challenge area was identified through analyzing our Connections Survey data. Although we have positive data overall, some students groups do not report as strong of a sense of safety as others. 

    How were the Root Causes were selected and verified:

    Our Bauder Shared Leadership Team (SLT), IMPACT committee, and School Accountability and Advisory Committee (SAAC) looked at the data available to us this year to determine celebrations that we could build off of and improvement needs to be addressed.  For both celebrations and improvement areas, our SLT and IMPACT committees brainstormed root causes.  These ideas for root causes were shared with our SAAC and verified by them and school administration. 

     

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    >

    Strategy 1: Effective Teams

    What will success look like:

    		Grade level teachers, interventionists, IS teachers, and administration will work together in collaborative IMPACT teams to increase teacher clarity on standards, develop common formative assessments, analyze student evidence, and create action plans for instruction.

    Describe the research/evidence base supporting the strategy:

    		Jenny Donohoo's research on collective efficacy and Paul Bloomberg and Barb Pitchford's research on leading IMPACT teams support this work and it is supported by many professional development opportunities provided by PSD's professional development team.

    Associated Root Causes:

    Emphasis of IMPACT work.: IMPACT Team work has been very effective as evidenced by excellent growth scores and upward trends in achievement scores. Continuing to support and emphasize this work is crucial to meeting our goals.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    IMPACT Teams Grade levels meet once every 2 weeks to go over grade level standards work 09/03/2024
    05/23/2025
    Monthly     		Grade level teachers and interventionists , Coach, AP, Principal Partially Met
    Student Data Teachers record student evidence from benchmarks and results of EAA protocols on the IMPACT website 09/03/2024
    05/23/2025
    Monthly     		Grade level teachers, Interventionists, AP, Principal, IS staff Partially Met
    Impact Team Committee Work Grade level reps meet monthly to inform and plan what grade levels focus on 09/03/2024
    05/23/2025
    Monthly     		Grade level rep, AP, Principal, Partially Met

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    IMPACT Work
    		Teams will use peer facilitation and purposeful protocols to analyze progress monitoring data. 09/03/2024
    05/23/2025     		Scheduled meeting times, protocols, guidance in facilitation. Grade level teachers, interventionists, IS staff, and administration In Progress
    Analyze benchmark data
    		IMPACT teams analyze benchmark data to create focus for targeted work. 09/03/2024
    05/23/2025     		BOY, MOY, EOY Benchmark data grade level teachers, interventionists, IS staff Complete
    IMPACT Calendar
    		IMPACT teams will draft a schedule of when they will address the major reading, writing, and math standards. 09/03/2024
    11/01/2024     		Standards, calendar Grade level teams, interventionists, AP, principal Complete
    > >

    Strategy 2: Connection and Belonging

    What will success look like:

    		Work to make connection opportunities and overall school environment more inclusive of all student groups.

    Describe the research/evidence base supporting the strategy:

    		This work is aligned with out schoolwide book study on Conscious Discipline and creating the school family. It is also aligned with Poudre School District's emphasis on connection and belonging.

    Strategy Category:

    		Family and Community Engagement

    Associated Root Causes:

    Connection Opportunities: Not all student groups are responding to our connection opportunities.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Professional Development completed All classroom teachers participate in continued PD on Conscious Discipline and the School Family 08/12/2024
    05/07/2025
    Monthly     		All classroom teachers and interventionists Partially Met
    Community Events Increased opportunities for family engagement 08/15/2024
    05/23/2025
    Monthly     		Admin, counselors, Shared Leadership Committee Partially Met
    Student Surveys Counselors conduct 1 minute meetings with all 2- 5th grade students 10/01/2024
    11/29/2024
    		 Counselors In Progress

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Community Events
    		Increased opportunities for family engagement: Community Nights, Breakfast get togethers, After school clubs, volunteer opportunities, celebration assemblies, stay and play events 10/17/2022
    05/23/2025     		Admin, Shared Leadership Team In Progress
    Professional Development
    		Staff participate in PD on Conscious Discipline and the School Family 08/12/2024
    05/07/2025     		Professional development time All certified staff and instructional paraprofessionals Complete
    Targeted SEL instruction
    		Counselors identify areas for targeted instruction based on student surveys 09/03/2024
    05/23/2025     		Plan time Coundelors In Progress
    > >

    MTSS Process

    What will success look like:

    		We will reduce the time to entry into the MTSS process to quickly identify individual barriers that impact achievement.

    Describe the research/evidence base supporting the strategy:

    		Both CDE and Poudre School District recognize MTSS as a data-based problem solving process for improving student outcomes.

    Strategy Category:

    		Targeted Student Academic Supports

    Associated Root Causes:

    MTSS Process: Insufficient strategies, procedures, and supports are currently in place for free/ reduced price lunch eligible students.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Monthly Data review Admin, interventionists, counselors will review progress monitoring data and MTSS minutes 09/30/2024
    05/02/2025
    Monthly     		Admin, interventionists, classroom teachers,

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Progress monitoring review
    		Calssroom teachers and interventionists will review progress monitoring data twice monthly to identify students needing interventions 09/30/2024
    05/02/2025     		meeting time, progress monitoring data teachers, interventionists

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : Math Achievement

    Performance Indicator:

    		 Academic Achievement (Status)

    Measures / Metrics:

    		 M
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: 30% of free and reduced price lunch eligible students will meet proficiency standards on CMAS Math.
    2025-2026: 35% of free and reduced price lunch eligible students will meet proficiency standards on CMAS Math.

    INTERIM MEASURES FOR 2024-2025:

    		 We will use mid-year MAPS as an interim measure. The achievement effect size (as recorded in PowerBI) of free and reduced lunch price eligible students will increase from -0.55 to -0.40.

    Priority Performance Challenge : Literacy Achievement

    Performance Indicator:

    		 Academic Achievement (Status)

    Measures / Metrics:

    		 ELA
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: 30% of free and reduced price lunch eligible students will meet proficiency standards on CMAS ELA.
    2025-2026: 35% of free and reduced price lunch eligible students will meet proficiency standards on CMAS ELA.

    INTERIM MEASURES FOR 2024-2025:

    		 We will use mid-year MAPS as an interim measure. The achievement effect size (as recorded in PowerBI) of free and reduced lunch price eligible students will increase from -0.63 to -0.50.

    Priority Performance Challenge : Connection/ Belonging

    Performance Indicator:

    		 Other

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: All student subgroups will have an 80% or higher agreement rate on the student safety subscale of the Connections survey.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

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