Colorado's Unified Improvement Plan for Schools

Rim Rock 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
  • Increasing students' early literacy skills
    		•
  • Need for improving effective instruction using an evidence-based curriculum
    		•
  • Increasing Evidence-based Instructional Strategies for Early LIteracy
    		•
  • Increasing students' performance in math
    		•
  • Need for improving effective instruction
    		•
  • Increasing Evidence-based Instructional Strategies for Math
    		•


    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


    Rim Rock Elementary School is a public school located in FRUITA, CO. It has approximately 300 students in grades PK, K-5.

    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

    Early Literacy

    On the Beginning of the year (BOY) DIBELs assessments 47% of our K-3 students and 65% of 4-5 students are scoring at or above benchmark and 29% of our K-3 and 23% of our 4-5 students are scoring in the well below benchmark range. Forty-one (30%) of students in 1-3 are identified as having a series reading deficiency (SRD) and 34 students in 4-5 are identified as SRD. On the 2024 CMAS assessment 54% of 3-5 students met or exceeded expectations. This data indicates a need to continue to focus on early literacy skills in order to impact students overall reading skills. As we increase students early literacy skills we also increase the likelihood of them becoming proficient readers who read with comprehension and can demonstrate that proficiency on state assessments.


    Math

    On the BOY NWEA assessment 45% of students in 2-5 scored at or above the 61st percentile (which is predictive of meeting expectations on CMAS). On the 2024 CMAS assessment 45% of Rim Rock students met or exceeded exceptions in the area of math. This data indicates a need to focus on math instruction and performance in order to impact students overall math skills. As we increase students math skills we also increase the likelihood of them demonstrating proficiency on standardized assessments.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Increasing students' early literacy skills

    Area of Focus: English/Language Arts achievement


    Root Cause: Need for improving effective instruction using an evidence-based curriculum

    Rim Rock Elementary recently adopted and began to implement an evidence-based core curriculum. Last year was our first year of implementation and this year is our 2nd year. Our Dibels data from 23-24 showed similar BOY data with 45% of K-3 students at or above benchmark and 37% well below benchmark. With the new curriculum and a focus on effective instruction we ended the year with 80% of K-3 students at or above benchmark and 10% of students in the well below benchmark category. We would like to continue the focus on implementing an evidence-based core curriculum and effective instruction using evidence-based teaching strategies.

    Root Cause Category: Curriculum


    Priority Performance Challenge:  Increasing students' performance in math

    Area of Focus: Math achievement


    Root Cause: Need for improving effective instruction

    Only 30% of our 4-5 students met or exceeded expectations on CMAS in 2023. In 2024 we had 45% of our 4-5 students meet or exceed expectations on CMAS. We would like to focus on providing effective instruction using evidence based instructional strategies in order to increase student achievement in the area of math.

    Root Cause Category: Instruction

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Increasing Evidence-based Instructional Strategies for Early LIteracy

    Describe the research/evidence base supporting the strategy:

    		The evidence that supports this major improvement strategy is summarized in: Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12–39. Slavin, R.E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009). Effective reading programs for the elementary grades: A best-evidence synthesis. Review of Educational Research, 79 (4), 1391-1466. Hattie, J. A. (2009). Visible Learning a Synthesis of over 800 Meta-Anlyses Related to Achievement. New York: Routledge. https://doi.org/10.4324/9780203887332.

    Strategy Category:

    		Research-based Instructional Practices

    Associated Root Causes:

    Need for improving effective instruction using an evidence-based curriculum: Rim Rock Elementary recently adopted and began to implement an evidence-based core curriculum. Last year was our first year of implementation and this year is our 2nd year. Our Dibels data from 23-24 showed similar BOY data with 45% of K-3 students at or above benchmark and 37% well below benchmark. With the new curriculum and a focus on effective instruction we ended the year with 80% of K-3 students at or above benchmark and 10% of students in the well below benchmark category. We would like to continue the focus on implementing an evidence-based core curriculum and effective instruction using evidence-based teaching strategies.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    We will increase the percent of students at or above benchmark at EOY on DIBELS

    		Instructional Leadership Team

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU000002u2Fh
    		08/07/2024
    05/21/2026     		Teachers
    a05PU000002u2Fi
    		09/09/2024
    05/21/2026     		Teachers
    a05PU0000031VCv
    		09/09/2024
    05/21/2026     		Teachers
    a05PU000002u2Fj
    		11/04/2024
    05/21/2026     		Teachers
    > >

    Increasing Evidence-based Instructional Strategies for Math

    Describe the research/evidence base supporting the strategy:

    		The evidence that supports this major improvement strategy is summarized in: Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12–39. Slavin, R.E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009). Effective reading programs for the elementary grades: A best-evidence synthesis. Review of Educational Research, 79 (4), 1391-1466. Hattie, J. A. (2009). Visible Learning a Synthesis of over 800 Meta-Anlyses Related to Achievement. New York: Routledge. https://doi.org/10.4324/9780203887332.

    Strategy Category:

    		Research-based Instructional Practices

    Associated Root Causes:

    Need for improving effective instruction: Only 30% of our 4-5 students met or exceeded expectations on CMAS in 2023. In 2024 we had 45% of our 4-5 students meet or exceed expectations on CMAS. We would like to focus on providing effective instruction using evidence based instructional strategies in order to increase student achievement in the area of math.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Increase students scores on EOY NWEA

    		Instructional Leadership Team

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU0000031YKT
    		09/09/2024
    05/21/2026     		Teachers
    a05PU0000031YKU
    		10/28/2024
    05/21/2026     		Teachers

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : Increasing students' early literacy skills

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: 75% of K-3 students at or above benchmark and below 15% well below benchmark as measured by EOY Dibels. Less than 25% SRD.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Increasing students' performance in math

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: 55% of students in 2-5 score at or above the 61st percentile on NWEA Math
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Attachments List

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