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.