Colorado's Unified Improvement Plan for Schools

Big Thompson 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
  • An increase in students who qualify for free and reduced meals
    		•
  • Lack of consistent, timely and flexible interventions
    		•
  • Data driven and flexible Tier 2 instruction
    		•
  • A decrease in students who feel a sense of belonging
    		•
  • Lack of consistent culturally responsive pedagogy.
    		•
  • Consistent use of culturally responsive and cooperative learning strategies.
    		•


    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):


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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

    Although Big Thompson Elementary is a school of performance on the SPF, there is a 3 year trend that shows a yearly increase of the number students eligible to free and reduces meals. This student group does not meet growth for math. Additionally students of minority are performing below the 15% in achievement for math. Our students in groups are performing at less than 50% for growth on CMAS and are performing at least 20% below students not eligible for free and reduced meals on iReady testing.


    Students sense of belonging in grades 3rd-5th based on Panorama Survey data has been stagnant and below a 70% favorable sense of belonging over the past 3 years. To know that we are making progress in a favorable sense of belonging we will use the Crew survey as an interim measure.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  An increase in students who qualify for free and reduced meals

    Area of Focus: Other growth


    Root Cause: Lack of consistent, timely and flexible interventions

    There is a need for teachers to create more evidence based reteach plans based on progress monitoring data that will result in instruction that meets the current needs of each student.

    Root Cause Category: Intervention Systems


    Priority Performance Challenge:  A decrease in students who feel a sense of belonging

    Area of Focus: Social-Emotional/Trauma-Informed


    Root Cause: Lack of consistent culturally responsive pedagogy.

    Adults need an enhanced skill-set to provide equitable student voice and choice to include each student's needs and perspective.

    Root Cause Category: Social-Emotional/Trauma-Informed

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Data driven and flexible Tier 2 instruction

    Describe the research/evidence base supporting the strategy:

    		Effective high quality instruction that is responsive to learner needs will support high levels of growth and achievement for our targeted student groups.

    Strategy Category:

    		Data-Informed Instruction

    Associated Root Causes:

    Lack of consistent, timely and flexible interventions: There is a need for teachers to create more evidence based reteach plans based on progress monitoring data that will result in instruction that meets the current needs of each student.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    PLC engagement in analysis of progress monitoring data

    		Principal, instructional coach and classroom teachers
    PLC engagement in implementing targeted instruction for flexible grouping

    		Principal, instructional coach and classroom teachers
    Teachers will engage students with consistent use of learning target trackers

    		Principal, instructional coach and classroom teachers
    Utilize the High Quality Work Protocol (HQW) (from EL )

    		Principal, instruction coach, classroom teachers

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU000003F5wv
    		10/07/2024
    05/23/2025     		Instructional coach and classroom teachers
    a05PU000003F5ww
    		10/09/2024
    05/23/2025     		Classroom teachers
    a05PU000003Nadl
    		10/10/2024
    05/23/2025     		Principal instructional coach, classroom teachers
    a05PU000003Jn4w
    		11/06/2024
    05/23/2025     		Principal, instructional coach, classroom teachers
    > >

    Consistent use of culturally responsive and cooperative learning strategies.

    Describe the research/evidence base supporting the strategy:

    		Effective high quality instruction that is responsive to learner needs will support high levels of growth and achievement for our targeted student groups.

    Strategy Category:

    		Equitable Instructional Practices

    Associated Root Causes:

    Lack of consistent culturally responsive pedagogy.: Adults need an enhanced skill-set to provide equitable student voice and choice to include each student's needs and perspective.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    PD engagement and implementation of Management in the Active Classroom protocols

    		Principal, Instructional Coach, EL School Designer and certified staff
    PD engagement in and implementation of All Learners Network pedagogy

    		Principal, instructional coach, ALN coach, classroom teachers
    Engage students with consistent use of character target trackers

    		Principal, instructional coach, classroom teachers
    Engagement in MAC walkthrough look-fors and outcomes (data)

    		Principal, EL School Designer, Instructional Coach and classroom teachers

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU000003F7Aj
    		08/01/2024
    05/23/2025     		Principal, instructional coach, EL School Designer and classroom teachers
    a05PU000003UZZi
    		08/19/2024
    05/23/2025     		Principal, Instructional Coach and certified staff
    a05PU000003UZZh
    		08/19/2024
    05/23/2025     		All staff
    a05PU000003F7Ak
    		09/02/2024
    05/23/2025     		Principal, instructional coach, ALN coach and classroom teachers
    a05PU000003VrpV
    		09/16/2024
    05/23/2025     		All staff
    a05PU000003F7Al
    		10/10/2024
    05/23/2025     		Classroom teachers
    a05PU000003Nhwz
    		10/30/2024
    05/23/2025     		Principal, EL School Designer, Instructional Coach, classroom teachers

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : An increase in students who qualify for free and reduced meals

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: The students eligible for free and reduced meals will be at or above the 40% for growth in math as measured in the SPF. Minority students will be above the 15% for achievement in math as measured in the SPF.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : A decrease in students who feel a sense of belonging

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: 77% of students in grades 3rd-5th will have a favorable sense of belonging
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Attachments List

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