Colorado's Unified Improvement Plan for Schools

Taylor Elementary School UIP 2023-24

      
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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
  • ELA Achievement - Slightly Declining Trend
  • Lack of Foundational Reading Skills and Data Analysis
  • ELA - Data-Informed Instruction & Academic Success
  • Math Achievement - Students with disabilities & FRL Eligible Lower
  • Need for Math Data Analysis
  • Math - Data-Informed Instruction & Academic Success
  • Panorama Sense of Belonging - Inconsistent data trend
  • Inconsistent data around Students having a Sense of Belonging in School
  • Student Wellness/Belonging (Culture)


  • 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


    Taylor Elementary is a PreK-5 school located in Palisade, Colorado and was built in 1982. The current demographic data looks as follows: 42% of our learners are FRL Eligible, 2% are English learners, 13% are minority students, we have 22% of students on an IEP & 504, and 1.3% are identified as Gifted. We currently have an 8.9% mobility rate and have seen a decline in enrollment over the last 5 years from 371 students to now 307 students, including preschool.We are focused on meeting students where they are and using data to drive our instruction. We want all students to feel a sense of belonging while at Taylor, so we place a huge focus on making our students feel heard and welcomed. We also have a centralized SSN program that serves students with significant support needs.

    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

    Taylor Elementary is a PreK-5 school located in Palisade, Colorado and we currently have 307 students. 42% of our learners are FRL Eligible, 2% are English learners, 13% are minority students, we have 22% of students on an IEP & 504, and 1.3% are identified as Gifted. We currently have an 8.9% mobility rate and have seen a decline in enrollment over the last 5 years from 371 students to now 307 students.

    This year, Taylor received a new principal, Shawn Wilson. Shawn was an Assistant Principal for the past 9 years and this is his first year as a Principal. We have one administrative secretary and a .5 attendance secretary. The instructional staff consists of 14 general education teachers. Our certified staff consists of 2 moderate needs teachers, one deaf and hard of hearing teacher, one significant support needs teacher, one speech & language pathologist, .5 instructional coach, one counselor, .5 Gifted and Talented teacher, .5 CLD teacher, one music teacher, and one physical education teacher.
    Our classified staff consists of two kindergarten paraprofessionals, a .5 READ Act Para, one computer science/library teacher, 1.5 paraprofessionals, one lead custodian and two night custodians, one health assistant, and 2 preschool paraprofessionals. 

    To better inform our UIP Goals, we have a teacher per grade level as well as a SPED teacher teacher on our NIC Team (Network Improvement Committee) who have been working since June at looking at our data and helping to establish action steps, goals and monitoring our progress towards reaching these goals, while getting input from their colleagues. This is our process for developing our UIP, and from there, we will share with our entire staff and then our school through our SAC meetings that happen quarterly allowing us to get parent input.

    Taylor is currently on Performance status according to our School Performance Framework.
    CMAS Data Analysis-

    Although our SPF shows that we ''met'' our Academic Achievement rating, and ''Met''
    in our academic growth, our sub areas need improvement.
    Our free and reduced population were ''approaching'' for ELA and math. (Root Cause- need for SIPPS training for interventionist, focus folders for ELA & Bridges Intervention for math, LC work continuous improvement cycle) 
    Our minority students ''met'' in ELA but were ''approaching'' in Math (Root cause- need for Bridges Intervention for math, LC work continuous improvement cycle)
    Our Students with disabilities showed''Does Not Meet'' in both ELA and Math. (Root Cause - alignment with curriculum and interventions, addition of Bridges math Intervention and SIPPS intervention)

    48.77% of our 3-5 combined students met or exceeded  expectations for 21-22.  This is up a little from 20-21(48.41%) and down from 18-19, which was at 52.88%.
    * 3rd M&E @45.10% (down from 51% year prior)
    * 4th M&E @54.90% (up from 42.6 year prior)
    * 5th M&E @ 48.30% (down from 51.7 year prior)
    * Females out-performed males 53.10% to 45.6% respectfully
    * Free & reduced lunch eligible students performed lower(42.10%) than non F&RE students (53.40%)
    * Students on IEPs were at only 12% (up from prior year 5.3%)
    * Our Spanish language background students (40%) performed lower than our English language students (49.7%).


    DIBELS- 
    This year, we will be using the ELG Tool to monitor our growth of students moving out of the red zone and the number of students moving into the green zone. Our data over the past few years indicate that we need to focus on foundational reading skills, especially within 1st and 2nd grade to move students out of the red zone at an appropriate rate. 

     

     

     

     

     


     

    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).

    The latest UIP Targets from Taylor were the following:
    MIS #1. The implementation of the new math curriculum, Bridges, through strong PD and PLCs.
    MIS #2. Incorporating SEL lessons daily.
    MIS #3. Implementing evidence-based interventions for SRD and all struggling readers.

    Reflections on each Major Improvement Strategy:
    MIS #1: Success for this Improvement Strategy included teachers implementing Math Bridges and using it within the D51 TLF math workshop model. The focus for the first year is to implement the number corner component with fidelity and progress monitor to make sure teachers are implementing it well. One of the ways in which the staff would determine success (implementation benchmarks) was through walk-through data collection in all K-5 classrooms. The staff met this 2-year goal. Staff also used the BIC (Bridges Implementation Continuum) to self assess where they are on the adoption of Bridges. Staff also met this goal. The BIC helped to build strong green-zone instruction. Taylor staff utilized the NIC (Network Improvement Communities) Team to help assess where their staff was during the implementation of Bridges and provided staff with strong P.D. from the Teacher Leaders within the building. Staff also utilized Felicia Casto, our district math specialist to support teacher during PLCs with this new curriculum. In reflection of Taylors previous goals, staff were successful in meeting the targets they set for the implementation of the new Bridges curriculum.

    MIS #2: Success for this Improvement Strategy included teachers and staff using SEL lessons to teach students about their brains, habits of mind, and the ability to use GRIT and perseverance to impact their own learning. They used the district-provided Panorama survey data to determine themes and needs for the school as a whole, as well as individual students. The D51 SEL Framework is also aligned with this goal. The implementation benchmarks included providing morning messages/digital text daily highlighting a habit of mind. Teacher would show the digital text and have rich discussions with students around our theme or habit of mind. The status of this benchmark was not updated to determine success from the prior principal. Taylor partially met their goal around the Panorama student survey question they were monitoring. The staff met in PLCs to look for trends in the Panorama Survey results and determine possible next steps for the school. According to the survey results, Taylor partially met their goal around the Panorama Survey. The goal within this survey consisted of 4th-5th grade students growing from 80% favorable responses on School Rigorous Expectations to 83%. In reflection of this improvement strategy, Taylor met this goal with a positive response rate of 86% on rigorous expectations.

    MIS #3: Success for implementing evidence-based interventions for SRD and struggling readers would look like students given intense, specific interventions that target the reading deficits that the student has through TIES (intervention block), extension and support time. Taylor used MTSS and PLCs to ensure that these interventions meet the Tier 2 and Tier 3 criteria of an intervention. They used Dibels (10 days), GRAs, and NWEA to determine whether or not students were making adequate progress throughout the year. The implementation benchmarks associated with this MIS was utilizing the benchmark assessments during Fall, Winter, and Spring in addition to utilizing their intervention Data Wall to monitor student growth. The key action steps were around all students on READ plans having reading be their focus during intervention time, teacher teams starting the MTSS process during PLCs, and K-2 staff receiving PD coaching through the ELAT grant to study Dibels results and plan next steps. Taylors goal of reducing the percentage of READ plan students by at least 20% was met.

     


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

    This year's plan will incorporate goals for ELA, Math, and SEL. We know the importance of making sure students feel a sense of belonging within the school to be better equipped and engaged to learn.

    We will continue with an SEL (Culture) goal and continue to use Panorama as the tool to measure success with this goal. This year, we will also include some instructional expectations around morning meeting with resources for staff. 

    Our school district has a newly adopted reading curriculum this year, HMH Into Reading. Because of this, we will be working on matching our resources and Professional Development around the successful implementation of this resource. HMH will help our staff with Tier 1 instruction, especially as it relates to foundational reading skills. Like prior year's goals, we will continue to use Dibels, data meetings, and intervention blocks to target specific skill deficits for students and respond with interventions. 

    We will continue to monitor our student's math data by using NWEA achievement data and assessments within Bridges. In addition to achievement data, we will also set individual student growth goals so at a minimum, 80% of our students in 2nd-5th grade meet their projected growth.

    Current Performance

    Taylor Elementary's SPF data and local data have successes and areas where we did not meet state/federal expectations.

    Successes included:
    • Overall Points Earned were 64.5/100, Performance Plan
      • This is a 5+ year trend for Taylor Elementary.
    • Academic Achievement and Academic Growth were both in the ''Meets'' rating.
    • All students in ELA and all students in Math for Academic Achievement were in the ''Meets'' rating.
    • All students in Math for Academic Growth were in the ''Meets'' rating.
    • Students who are Free/Reduced-Price Lunch Eligible were in the ''meets'' rating for Math growth.
    Areas where expectations were not met or areas we would like to improve according to our SPF:
    • Students who are Free/Reduced-Price Lunch Eligible were in the ''approaching'' rating for ELA Achievement
    • Students who are Free/Reduced-Price Lunch Eligible were in the ''approaching'' rating for Math Achievement
    • Students who are Free/Reduced-Price Lunch Eligible were in the ''approaching'' rating for ELA Growth.
    • Students with disabilities were in the ''Does Not Meet'' rating for ELA Achievement.
    • Students with disabilities were in the ''Does Not Meet'' rating for Math Achievement.
    Important Local Data:
    • Our 1st and 2nd grade students made well below average growth for decreasing the number of students in the well-below category (Red Zone) on Dibels last year; whereas, our students in Kindergarten and 3rd grade made well-above average growth for decreasing the number of students in the well-below category (Red Zone) on Dibels last year.
    • Our 1st and 2nd grade students made Below and well below average growth for increasing the number of students in the at/above benchmark category (Green/Blue Zone) on Dibels last year; whereas, our students in Kindergarten and 3rd grade made above and well-above average growth for increasing the number of students in the at/above benchmark category (Green/Blue Zone) on Dibels last year.




    The areas in which we would like to improve are with achievement of students with disabilities. Students within this category have a learning disability; therefore, it's important to determine ways to meet their individual needs and ensure they are growing. Students who are Free/Reduced-Price lunch eligible were mostly in the ''approaching'' rating; therefore, it's important that we are utilizing our data to grow not only students in the green zone, but also students within the red and yellow zone. Our Dibels data last year magnified the importance of targeted instruction each day for students, which will be a focus during our data meetings each month. 



     

    Trend Analysis

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

    All of 4th grade students are on a steady decline in ELA for meeting/exceeding expectations on CMAS from 2022-2023 (2022 = 746.6 MSS; 2023 = 743.1 MSS). (Source: SPF). This trend is notable because the trend is going downward in ELA for our 4th grade students.
    Trend Direction: Increasing
    Performance Indicator Target: Academic Achievement (Status)

    3rd-5th grade students combined had a steady increase in Mathematics for meeting/exceeding expectations on CMAS from 2021-2023 (2021 = 724.3 MSS; 2022 = 735.3 MSS; 2023 = 740.1 MSS).
    Trend Direction: Decreasing
    Performance Indicator Target: Academic Achievement (Status)

    3rd-5th grade students who are FRL Eligible combined had a slight decline in English/Language Arts and are now in the "approaching expectations" category on CMAS from 2021-2023 (2021 = 740.8 MSS; 2022 = 739.3 MSS; 2023 = 733.5 MSS). This is notable because there is a slight decline over the last three years, and sits below the state in the approaching category. (Source: SPF)
    Trend Direction: Increasing
    Performance Indicator Target: Academic Achievement (Status)

    3rd-5th grade students (combined) who are non FRL Eligible had a steady increase in mathematics for meeting/exceeding expectations on CMAS from 2021-2023 (2021 = 727.8 MSS; 2022 = 739 MSS; 2023 = 746.4 MSS). (Source: SPF)
    Trend Direction: Decreasing
    Performance Indicator Target: Academic Achievement (Status)

    3rd-5th grade students combined had a slight decline in English/Language Arts for meeting/exceeding expectations on CMAS from 2021-2023 (2021 = 749.3 MSS; 2022 = 747.7 MSS; 2023 = 745.4 MSS). This is notable because there is a steady decline over the last three years, but still Meets the state expectation overall. (Source: SPF)
    Trend Direction: Increasing then decreasing
    Performance Indicator Target: Academic Achievement (Status)

    All of 3rd grade students increased, then declined in ELA for meeting/exceeding expectations on CMAS from 2021-2023 (2021 = 743.6; 2022 = 747.8 MSS; 2023 = 740.4 MSS). (Source: SPF). This trend is notable because the trend is going downward in ELA for our 3rd grade students.
    Trend Direction: Stable
    Performance Indicator Target: Academic Growth

    There are not enough 1st and 2nd grade students moving into out of the red zone from BOY-EOY each year according to Dibels from 2021-2023. 1st Grade: (2021 -added 5 students; 2022- 9 students; 2023-0 students) 2nd Grade: (2021- 5 students; 2022 - increased by 1 student; 2023 -0 students). This trend is notable because we are not moving enough students out of the red zone on Dibels each year.
    Trend Direction: Decreasing
    Performance Indicator Target: Academic Growth

    All of our 4th and 5th grade students have shown a decline in Math growth on CMAS from 2022-2023 (2022 = 68.0; 2023 = 57.0). The growth is still above the state expectation of 50.0 percentile; however, this trend is notable because it is a decrease in the amount of growth (Source: SPF).
    Trend Direction: Stable
    Performance Indicator Target: Academic Growth

    There are not enough 1st and 2nd grade students moving into the green zone from BOY-EOY each year according to Dibels from 2021-2023. 1st Grade: (2021-5 students; 2022-14 students; 2023-8 students) 2nd Grade: (2021- 7 students; 2022 - 6 students; 2023; 0 students). This trend is notable because we are not moving enough students into the green zone on Dibels each year.
    Trend Direction: Decreasing
    Performance Indicator Target: Academic Growth

    All of our 4th and 5th grade students have shown a steady decline in ELA growth on CMAS from 2021-2023 (2021 = 55.0; 2022 = 52.0; 2023 = 46.0). (Source: SPF). This trend is notable because the trend is going downward in ELA and our growth isn't meeting the 50.0 percentile rate set by the state. (Source: SPF)
    Trend Direction: Increasing
    Performance Indicator Target: Disaggregated Achievement

    3rd-5th grade students (combined) who are FRL Eligible had a steady increase in mathematics, but are still "approaching" state expectations on CMAS from 2021-2023 (2021 = 718.2 MSS; 2022 = 728.4 MSS; 2023 = 728.9 MSS). (Source: SPF). This trend is notable because the trend is going upward, but we still aren't meeting expectations for math achievement according to state expectations.
    Trend Direction: Decreasing
    Performance Indicator Target: Disaggregated Achievement

    3rd-5th grade students (combined) who are non FRL Eligible had a slight decline in English/Language Arts but still meeting/exceeding expectations on CMAS from 2021-2023 (2021 = 756 MSS; 2022 = 752.2 MSS; 2023 = 752 MSS). (Source: SPF)
    Trend Direction: Decreasing then increasing
    Performance Indicator Target: Disaggregated Growth

    All of our 4th and 5th grade non-minority students have shown a decline, then an increase in ELA growth on CMAS from 2021-2023 (2021 = 55.0; 2022 = 35.0; 2023 = 47.5). (Source: SPF)
    Trend Direction: Decreasing then increasing
    Performance Indicator Target: Other

    K-3 students showed a slight decline, then an increase on the Spring School Culture Panorama survey questions from 2021-2023. (2021-73%; 2022-71%; 2023-84%).
    Trend Direction: Decreasing then increasing
    Performance Indicator Target: Other

    4-5 grade students showed a slight decline, then an increase on the Spring Sense of Belonging Panorama survey questions from 2021-2023. (2021-68%; 2022-59%; 2023-71%).
    Trend Direction: Increasing then decreasing
    Performance Indicator Target: Other

    K-5th grade showed an increase and then a decrease on the number of students needing a READ plan each spring from 2020-2023. (2020 - 31%; 2021 - 33%; 2022 - 28%; 2023 - 27%). This trend is notable because even though we are seeing a decrease in the number of students on a READ Plan, we want to make sure we are still decreasing this number by each spring.

    Additional Trend Information:

    We didn't have enough minority students and multilingual learners who tested on CMAS to report any data in both ELA and Math Achievement.
    We didn't have enough minority students, multilingual learners, and students with disabilities who tested on CMAS to report any data in both ELA and Math growth.
    Our Dibels Data over the past three years shows that we aren't moving as many students out of the Red Zone and into the Green Zone to the extent that we would like from BOY to EOY.
     

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  ELA Achievement - Slightly Declining Trend

    Our 3rd-5th grade students combined had a slight decline in English/Language Arts for meeting/exceeding expectations on CMAS from 2021-2023 (2021 = 749.3 MSS; 2022 = 747.7 MSS; 2023 = 745.4 MSS). 3rd-5th grade students who are FRL Eligible combined had a slight decline in English/Language Arts and are now in the "approaching expectations" category on CMAS from 2021-2023 (2021 = 740.8 MSS; 2022 = 739.3 MSS; 2023 = 733.5 MSS). 1st and 2nd Grade students are not moving out of the red zone and not moving students into the green zone on dibels at an appropriate rate each year. Our number of students on a READ plan are slowly decreasing, but still not the the percentage we would expect.

    Area of Focus: English/Language Arts


    Root Cause: Lack of Foundational Reading Skills and Data Analysis

    Due to our previous Units of Study curriculum and the lack of phonics-based instruction embedded within this curriculum, our K-2 students were not receiving reading foundational skills instruction at an appropriate rate each day. Knowing there was a need for an aligned (K-5) rigorous curriculum, our school district adopted HMH Into Reading. and now we will be able to teach the foundational skills at a systematic rate. We need to identify students who are not growing including student on a READ plan, and provide targeted instruction to meet their needs.

    Root Cause Category: Curriculum


    Priority Performance Challenge:  Math Achievement - Students with disabilities & FRL Eligible Lower

    3rd-5th grade students (combined) who are FRL Eligible had a steady increase in mathematics, but are still "approaching" state expectations on CMAS from 2021-2023 (2021 = 718.2 MSS; 2022 = 728.4 MSS; 2023 = 728.9 MSS). Also, we still aren't meeting expectations for math achievement according to state expectations for students with disabilities. Our 4th and 5th grade students have also shown a decline in Math growth on CMAS from 2022-2023 (2022 = 68.0; 2023 = 57.0)

    Area of Focus: Math achievement


    Root Cause: Need for Math Data Analysis

    Now that we have implemented the Bridges Math Curriculum, we still have students who are FRL eligible not meeting expectations, according to the state. We need to identify students who are not making adequate growth, and with the use of ongoing data meetings, target instructional next steps for these students.

    Root Cause Category: Data Analysis


    Priority Performance Challenge:  Panorama Sense of Belonging - Inconsistent data trend

    K-3 students showed a slight decline, then an increase on the Spring School Culture Panorama survey questions from 2021-2023. (2021-73%; 2022-71%; 2023-84%). 4-5 grade students showed a slight decline, then an increase on the Spring Sense of Belonging Panorama survey questions from 2021-2023. (2021-68%; 2022-59%; 2023-71%).

    Area of Focus: Social-Emotional/Trauma-Informed


    Root Cause: Inconsistent data around Students having a Sense of Belonging in School

    We want ALL of our students to feel a sense of belonging at school. Overall, our students have felt a sense of belonging, but now we need to find ways to maintain and increase this at a higher level. Our ILT has determined that having instructional expectations, common SEL blocks each morning, and common SOPs will help increase this belonging.

    Root Cause Category: Social-Emotional/Trauma-Informed


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

    These challenges have been selected because our data shows we have some work to do around the foundational reading skills in order to get more students out of the red zone in primary grade levels so they are more equipped and ready to read when they reach the intermediate grade levels. 
    If students don't feel a sense of belonging and strong school culture, this impacts learning and their overall well-being. 
    Our math data is increasing; however, we still are in the ''approaching'' rating for students who are FRL eligible in both ELA and Math achievement, and ELA growth. We need to focus on specific, targeted students and their instruction in both ELA and Math in order to grow this disaggregated group into the ''meet'' rating on our SPF.
     

    How were the Root Causes were selected and verified:

    These root causes were identified through our ILT (Instructional Leadership Team) and feedback from our School Accountability Committee by looking at our schoolwide data and determining which strategies might be most effective to increase our student growth and achievement. Knowing we have HMH as a new curriculum this year, we knew that this would be a heavy lift. We are focusing on a strong implementation of HMH so we don't have a false start. In addition, the use of data meetings for ELA and Math will also help to increase our knowledge of students and provide interventions where needed.

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    ELA - Data-Informed Instruction & Academic Success

    What will success look like:

    ELA NWEA: 80% of 4th-5th will meet their projected growth. 4th-5th grade will increase their green (61st-80th %-ile) and blue (81st-100th %-ile) on NWEA from 46% at BOY to at least 50% by EOY 2024. Dibels: We will decrease the % of K-3 students in the well-below benchmark on the Dibels composite from 41% at BOY to 23% or less at EOY 2024. We will increase the % of K-3 students in the At/Above benchmark on the Dibels composite from 40% at BOY to 60% or more at EOY 2024. READ Plans: The percent of K-5 students on a READ Plan will decrease by 3% or more by spring 2024.

    Describe the research/evidence base supporting the strategy:

    Follow a proven framework that uses assessment, analyses (identify why students struggle) and action planning (teach more effecively what students need) to build a culture of data-driven instruction that will ensure students needs are targeted because teachers know what their students do and do not know based on the standards. Teachers will focus on two simple questions: How do you know if your students are learning? And when they are not, what do you do about it? Also, knowing the importance and research behind ensuring students are being exposed to grade-level content and teachers have high expectations of their students each day, our data meetings will also focus on these two things.

    Strategy Category:

    Assessment & Assessment Systems

    Associated Root Causes:

    Lack of Foundational Reading Skills and Data Analysis: Due to our previous Units of Study curriculum and the lack of phonics-based instruction embedded within this curriculum, our K-2 students were not receiving reading foundational skills instruction at an appropriate rate each day. Knowing there was a need for an aligned (K-5) rigorous curriculum, our school district adopted HMH Into Reading. and now we will be able to teach the foundational skills at a systematic rate. We need to identify students who are not growing including student on a READ plan, and provide targeted instruction to meet their needs.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    See Attachment See Attachment for Implementation Benchmarks and action plan.

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    > >

    Student Wellness/Belonging (Culture)

    What will success look like:

    Panorama (students): K-3 students will maintain 84% favorable responses on their school culture responses according to the spring D51 Panorama survey. 4-5 students will maintain 71% favorable responses on their sense of belonging responses according to the spring D51 Panorama survey. Instructional Expectations: 100% of staff and students are implementing our instructional expectations and receiving feedback on the instructional expectations.

    Describe the research/evidence base supporting the strategy:

    Following a proven framework that uses self-awareness/self-management, social awareness/social management to build a culture that will ensure students feel a strong sense of belonging and relationships. With strong building-wide systems/structures, staff will collaborate effectively and in a professional manner. All staff members will hold students and each other accountable to following our building-wide SOPs.

    Strategy Category:

    Social Emotional Learning Supports

    Associated Root Causes:

    Inconsistent data around Students having a Sense of Belonging in School: We want ALL of our students to feel a sense of belonging at school. Overall, our students have felt a sense of belonging, but now we need to find ways to maintain and increase this at a higher level. Our ILT has determined that having instructional expectations, common SEL blocks each morning, and common SOPs will help increase this belonging.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    See Attachment See Attachment for Implementation Benchmarks and action plan.

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    > >

    Math - Data-Informed Instruction & Academic Success

    What will success look like:

    Math NWEA: 80% of 2nd-5th grade students will meet their projected growth from BOY ‘23 → EOY ‘24. 3rd-5th grade will increase their green (61st-80th %-ile) and blue (81st-100th %-ile) on NWEA from 44% at BOY to at least 50% by EOY 2024.

    Describe the research/evidence base supporting the strategy:

    Follow a proven framework that uses assessment, analyses (identify why students struggle) and action planning (teach more effecively what students need) to build a culture of data-driven instruction that will ensure students needs are targeted because teachers know what their students do and do not know based on the standards. Teachers will focus on two simple questions: How do you know if your students are learning? And when they are not, what do you do about it? Also, knowing the importance and research behind ensuring students are being exposed to grade-level content and teachers have high expectations of their students each day, our data meetings will also focus on these two things.

    Strategy Category:

    Data Analysis & Reflection Practices

    Associated Root Causes:

    Need for Math Data Analysis: Now that we have implemented the Bridges Math Curriculum, we still have students who are FRL eligible not meeting expectations, according to the state. We need to identify students who are not making adequate growth, and with the use of ongoing data meetings, target instructional next steps for these students.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    See Attachment See Attachment for Implementation Benchmarks and action plan.

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : ELA Achievement - Slightly Declining Trend

    Performance Indicator:

    Academic Achievement (Status)

    Measures / Metrics:

    ELA
    ANNUAL
    PERFORMANCE
    TARGETS
    2023-2024: Taylors' CMAS ELA Achievement scores will increase 3-5% from the previous year's percentage of met and exceeded scores (not following cohort). 3rd Grade: 43.5% to 46.5%-48.5% ; 4th Grade: 44.4% to 47.4%-49.4% ; 5th Grade: 56% to 59%-61%.
    2024-2025:

    INTERIM MEASURES FOR 2023-2024:

    Performance Indicator:

    Disaggregated Achievement

    Measures / Metrics:

    R
    ANNUAL
    PERFORMANCE
    TARGETS
    2023-2024: The number of students on an SRD plan will decrease by 3% or more from May 2023 K-5 combined total of (83/311-27%) to 25% or less.
    2024-2025:

    INTERIM MEASURES FOR 2023-2024:

    Performance Indicator:

    Disaggregated Achievement

    Measures / Metrics:

    ELA
    ANNUAL
    PERFORMANCE
    TARGETS
    2023-2024: The subgroup of students with disabilities and FRL Eligible students will increase their CMAS ELA academic achievement mean scale scores by 5 or more points. FRL: 733.5 to 738.5 and Students with Disabilities: 699.4 to 704.4.
    2024-2025:

    INTERIM MEASURES FOR 2023-2024:

    Performance Indicator:

    Disaggregated Growth

    Measures / Metrics:

    ELA
    ANNUAL
    PERFORMANCE
    TARGETS
    2023-2024: The subgroup of students who are Free/Reduced Lunch Eligible will increase their CMAS ELA academic growth from a median growth Percentile of 41.0 to 50.0.
    2024-2025:

    INTERIM MEASURES FOR 2023-2024:

    Priority Performance Challenge : Math Achievement - Students with disabilities & FRL Eligible Lower

    Performance Indicator:

    Academic Achievement (Status)

    Measures / Metrics:

    M
    ANNUAL
    PERFORMANCE
    TARGETS
    2023-2024: Taylors' CMAS Math Achievement scores will increase 3-5% from the previous year's percentage of met and exceeded scores (not following cohort). 3rd Grade: 52.2% to 55.2%-57.2% ; 4th Grade: 25.9% to 28.9%-30.9% ; 5th Grade: 42.9% to 45.9%-47.9%.
    2024-2025:

    INTERIM MEASURES FOR 2023-2024:

    Performance Indicator:

    Disaggregated Achievement

    Measures / Metrics:

    M
    ANNUAL
    PERFORMANCE
    TARGETS
    2023-2024: The subgroup of students with disabilities and FRL Eligible students will increase their CMAS Math academic achievement mean scale scores by 5 or more points. FRL: 728.9 to 733.9 and Students with Disabilities: 700.8 to 705.8.
    2024-2025:

    INTERIM MEASURES FOR 2023-2024:

    Priority Performance Challenge : Panorama Sense of Belonging - Inconsistent data trend

    Performance Indicator:

    Disaggregated Growth

    Measures / Metrics:

    ANNUAL
    PERFORMANCE
    TARGETS
    2023-2024: K-3 students will maintain 84% favorable responses on their school culture responses according to the spring D51 Panorama survey. 4-5 students will maintain 71% favorable responses on their sense of belonging responses according to the spring D51 Panorama survey.
    2024-2025:

    INTERIM MEASURES FOR 2023-2024:

    Attachments List

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