Colorado's Unified Improvement Plan for Schools

La Junta Intermediate 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
  • Increase Language Arts Proficiency
    		•
  • Standards-Aligned Planning and Instruction
  • Observation, Feedback, and Coaching
    		•
  • Systems for Knowledge and Clarity of Standards-Aligned Planning and Instruction
  • Systems for Observation, Feedback and Coaching
    		•
  • Increase Math Proficiency
    		•
  • Standards-Aligned Planning and Instruction
  • Observation, Feedback, and Coaching
    		•
  • Systems for Knowledge and Clarity of Standards-Aligned Planning and Instruction
  • Systems for Observation, Feedback and Coaching
    		•
  • Decrease Discipline Referrals
    		•
  • Proactive Supports for Staff and Students
    		•
  • Systems to Address Behavior by Focusing on Climate and 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


    At La Junta Intermediate School, we have an ethical responsibility to establish quality and equitable education for our students. Every day we strive to encourage, challenge, and support each other as we aim for the same goal and cross the line together through collaboration, trust, building relationships, safety, and respect! Students will be equipped to serve their community successfully through engaging and rigorous learning experiences that will enable high levels of achievement!


    La Junta Intermediate School is 3rd-6th Grades in the lower Arkansas River Valley with a total enrollment of 4 students. LJIS is a Capturing Kids Hearts Campus and received the National Showcase School Award in 2024.

    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

    Description of School and Process for Data Analysis:
    The La Junta Intermediate School (grades 3rd-6th) is located in the lower Arkansas Valley.  Enrollment for this building is at 405 students for the 2023-2024 school year.  Our current student demographics include: Free & Reduced Lunch = 78%, Special Ed Students = 21%, Hispanic Students = 68%, White Students = 29%, Other Students = 3%, and ELL Students = 2%.  We have 36 full-time certified instructional staff of which 33 are certified, 2 are working under a TOR/Sub license, and 1 is currently working on completing their degree through the CU Alternative Licensure Program.  5 of the certified teachers are new to the building for the 2023-2024 school year.  We also have 24 classified staff at the La Junta Intermediate School: 17 Paraprofessionals, 1 Nurse, 1 Nurse Aide, 2 Secretaries, 2 Custodians, and 1 Student Advocate.  

    According to the 2023 School Performance Framework the La Junta Intermediate School will be entering Year 4 of Priority Improvement or Turnaround providing the overall score of 25/100.  Administration, staff, and community are already establishing school improvement efforts that will need to be met in order to quickly move away from this turnaround status.  As in years past, we will continue to utilize state and local assessments to help us determine academic performance ratings as well as growth. In order to effectively use the state and local data, grade level teams will be meeting during collaboration scheduled times to analyze their individual student and class data and discuss how to share this data with their students in order to improve instruction and performance.  Each grade level will be meeting weekly to dissect and plan next steps of our NWEA data with the support of the Reading Specialist.  Our school will also be focusing on the implementation of Capturing Kids' Heart with the support of the school counselor.  Capturing Kids' Hearts promotes relevance, rigor and relationships. By teaching students respect and responsibility the process supports diversity, character education, bully prevention, service-learning and safe school initiatives. The entire process teaches employability skills and promoters career preparation. 

    This written notice is provided to the parents/guardians of all 3rd grade students on a READ plan: ''The State's goal is for all children in Colorado to graduate from high school having attained skill levels that adequately prepare them for post secondary studies or for the workforce, and research demonstrates that achieving reading competency by third grade is a critical milestone in achieving this goal.  It is a requirement of House Bill 12-1238 that if a teacher finds that a student has a significant reading deficiency, personnel of the local school shall provide to the student's parent written notice.  There are serious implications to a student entering fourth grade with a significant reading deficiency. Therefore, under state law, the parent, the student's teacher, and other personnel of the local education provider are required to meet to consider retention as an intervention strategy, and determine whether the student, despite having a significant reading deficiency, is able to maintain adequate academic progress at the next grade level.''  We ensure the students keep their READ plan if it is needed after they leave 3rd Grade.  When looking at the BOY year DIBELs data the La Junta Intermediate School had 50% of 3rd through 6th grade students are reading below or well-below benchmark.

    Parent engagement/communication continues to be of top priority at the La Junta Intermediate School.  The following engagement strategies are currently in place:

    • Monthly ''Town Meeting''/all school assembly where parents/guardians are invited to come watch their child be recognized as ''Student of the Month', Capturing Kids Hearts Awards, academic recognition is given, leaders of the school are recognized, etc.
    • Parent/Teacher Conferences
    • We also use Infinite Campus to keep track of students' grades and upcoming events which all parents/guardians have access to.
    • District and School websites and Facebook Pages
    • Synervoice messages are used to notify parents/guardians of upcoming events, reminders, early dismissals, etc.
    • End of the Year Awards Assembly
    • Our Student Council provides the following community engagement events/celebrations: 9/11 Ceremony, Cancer Awareness Ceremony, Veterans Day Ceremony, Dimes for Diabetes, Associated Charities Food Drive, etc. 
    • Fall Festival for K-6 families
    • Reeling into Summer Activities for K-6 Families
    • Monthly Parent Teacher Organization Meetings
    • Quarterly Partners in Education (school's accountability) Meetings
    • Quarterly District Advisory Council (Accountability) Meetings
    At the first Partners in Education (school accountability) in September, the principal will share the school's UIP and with the committee.  We discuss the UIP and gather feedback and input for the plan.  The UIP is also discussed during the School Board Meetings and District Accountability Meetings.  After the UIP is complete is remains as a standing agenda item for the school's accountability meetings so it is a living document. 


     

    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

    Trend Analysis

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

    3rd - 6th Grade students are on a slight decline on ELA NWEA beginning of year data from fall 2022 to fall 2023 (2022 = 40% average; 2023 = 37% average). After another testing year we will be able to gather a more notable trend.
    Trend Direction: 
    Performance Indicator Target: Academic Achievement (Status)

    3rd - 6th Grade students are on a slight decline on Math NWEA beginning of year data from fall 2022 to fall 2023 (2022 = 33% average; 2023 = 32% average). After another testing year we will be able to gather a more notable trend.
    Trend Direction: Decreasing then increasing
    Performance Indicator Target: Academic Achievement (Status)

    3rd Grade students are decreasing then increasing on DIBELs end of year data from 2021-2023 (2021 = 67% at or above; 2022 = 51% at or above; 2023 = 64% at or above). This is a notable trend because it maintaining in the 50-%-60% range.
    Trend Direction: Increasing then decreasing
    Performance Indicator Target: Academic Achievement (Status)

    4th Grade students are increasing then decreasing on DIBELs end of year data from 2021-2023 (2021 = 73% at or above; 2022 = 75% at or above; 2023 = 53% at or above). This is a notable trend because it is a significant decrease.
    Trend Direction: Increasing
    Performance Indicator Target: Academic Achievement (Status)

    6th Grade students are increasing on DIBELs end of year data from 2021-2023 (2021 = 59% at or above; 2022 = 74% at or above; 2023 = 77% at or above). This is a notable trend because it is a significant increase.
    Trend Direction: Stable
    Performance Indicator Target: Academic Achievement (Status)

    5th Grade students are maintaining on DIBELs end of year data from 2021-2023 (2021 = 57% at or above; 2022 = 56% at or above; 2023 = 57% at or above). This is a notable trend because it is maintaining in the 56%-57% range.
    Trend Direction: Stable
    Performance Indicator Target: Academic Achievement (Status)

    3rd - 6th Grade students are stable in English/Language Arts on CMAS from 2021-2023 (2021 = 724 MSS; 2022 = 720.1 MSS; 2023 = 721 MSS). This is a notable trend because it is maintaining but sits well below the state expectation (740 MSS) hovering around the 10th and 15th percentile.
    Trend Direction: Increasing
    Performance Indicator Target: Academic Achievement (Status)

    3rd - 6th Grade students are slightly increasing in Math on CMAS from 2021-2023 (2021 = 707.5 MSS; 2022 = 708.6 MSS; 2023 = 710.1 MSS). This is a notable trend because it is slightly increasing but sits well below the state expectation (734 MSS) hovering around the 5th percentile.

    Additional Trend Information:

    NWEA has only been tested one full year, therefore we cannot develop a trend line as of yet.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Increase Language Arts Proficiency

    Now that we are entering year two of administering NWEA, we are ready to start dissecting the data. Then using the data to drive our instruction. We will also be starting to progress monitor NWEA to collect more current data to utilize.

    Area of Focus: English/Language Arts achievement


    Root Cause: Standards-Aligned Planning and Instruction

    Our school readiness assessment data shows that standards-aligned instruction isn't consistent throughout the school, resulting in teaching and academic tasks not meeting grade-level specific standards. Addressing this gap will help us enhance instructional rigor and improve student learning outcomes.

    Root Cause Category: Instruction

    Root Cause: Observation, Feedback, and Coaching

    The COPMS evaluation platform is used for observing and evaluating teachers and special service providers. Although we follow the timeline provided, we only get into classrooms once or twice a year, the system is used out of compliance. Therefore, feedback and coaching is rarely given to improve practice.

    Root Cause Category: Teacher Development


    Priority Performance Challenge:  Increase Math Proficiency

    Now that we are entering year two of administering NWEA, we are ready to start dissecting the data. Then using the data to drive our instruction. We will also be starting to progress monitor NWEA to collect more current data to utilize.

    Area of Focus: Math achievement


    Root Cause: Standards-Aligned Planning and Instruction

    Our school readiness assessment data shows that standards-aligned instruction isn't consistent throughout the school, resulting in teaching and academic tasks not meeting grade-level specific standards. Addressing this gap will help us enhance instructional rigor and improve student learning outcomes.

    Root Cause Category: Instruction

    Root Cause: Observation, Feedback, and Coaching

    The COPMS evaluation platform is used for observing and evaluating teachers and special service providers. Although we follow the timeline provided, we only get into classrooms once or twice a year, the system is used out of compliance. Therefore, feedback and coaching is rarely given to improve practice.

    Root Cause Category: Teacher Development


    Priority Performance Challenge:  Decrease Discipline Referrals

    We also need to ensure that when students are present they are actively engaged during instruction (higher level thinking strategies, Kagan/engagement strategies, hands on activities, real world connections, etc.)

    Area of Focus: Behavior


    Root Cause: Proactive Supports for Staff and Students

    We will provide support and PD for staff on classroom managed behaviors as well as the importance of building relationships with students and families.

    Root Cause Category: Behavior Systems

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

    We have a high number of students that miss a big percentage of their school year causing big gaps in their learning therefore we will focus on increasing our student attendance rates.  We will also be spreading awareness of the importance of student attendance with guardians and the community.  We are also focusing on NWEA data now that we have a full year administering it we can now dive into the data to drive our instruction.  Based off of our SCAP Review feedback, best practices was an area of need for our building so we will work on creating more ways to engage students with the daily lessons.
     

    How were the Root Causes were selected and verified:

    The root cause selected for Engagement is due to having a staff with teachers that are new to education and/or have gone the non traditional route to obtain their license. 
    Family engagement has been an areas we have worked on for many years but now we are finding the need for it again since COVID.  We need to help guardians view education as a top priority to allow us to work as a cohesive team and decrease absences.
    Now that we are entering year two of administrating the NWEA Assessment, we are at a good place to understand how to utilize the data to drive our instruction.
     

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Systems for Knowledge and Clarity of Standards-Aligned Planning and Instruction

    What will success look like:

    		Generation Schools Network (GSN), our lead turnaround partner, uses research-based strategies and has a proven record of success working with schools or districts under similar circumstances. The partnership should demonstrates respect from both parties side in order to develop and collaborate a research-based plan to create alignment 3rd-6th grades to ensure successful gains in student learning and achievement. A school-wide plan based on Formative Instructional Practices, Creating and Using Clear Learning Targets, Collecting and Documenting Evidence of Student Learning, Using Evidence and Feedback to Increase Learning, Fostering Student Ownership of Learning, and Leading Formative Instructional Practices. These practices will be sustained through collaborations with all instructional teachers and the GSN Coach and Reading Specialist. The will be addressed through the use of walk-through observations, cross-grade collaborations, and La Junta Intermediate School's School-wide Behavior Matrix. These collaborations are held weekly and the walk-through observations will be completed monthly. This will ensure that all instructional staff has the opportunity to learn and grow from one another and begin implementing the knowledge they have gained from their colleagues.

    Describe the research/evidence base supporting the strategy:

    		Standards - broad goals articulating what students should know, understand, and be able to do over a given time period - are the foundation of teaching and learning. For students to achieve the goals set by the standards, teachers need to be standards-literate. This means they must: Possess working knowledge of the terms and categories that structure the standards; Effectively apply standards to develop and revise curriculum; and, Demonstrate best, first instruction through high impact instructional strategies inherent within curriculum aligned to the standards. CDE - All Students, All Standards https://www.cde.state.co.usstandardsandinstruction/2020implementation

    Strategy Category:

    		Continuous Improvement

    Associated Root Causes:

    Standards-Aligned Planning and Instruction: Our school readiness assessment data shows that standards-aligned instruction isn't consistent throughout the school, resulting in teaching and academic tasks not meeting grade-level specific standards. Addressing this gap will help us enhance instructional rigor and improve student learning outcomes.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status

    Action Steps Associated with Major Improvement Strategy

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

    Systems for Observation, Feedback and Coaching

    What will success look like:

    		Success will be all staff using the data from the assessments to drive their instruction. This will mean that they will need to differentiate their daily lessons to support all the students.

    Describe the research/evidence base supporting the strategy:

    		When students are learning at theiResearch has shown that the following components support effective teacher coaching and feedback. It is important to note that while there is evidence to demonstrate the effectiveness of each component, these components are most effective when implemented together. For instance, if a school or district decides to analyze data to determine coaching needs but does not establish roles, systems, and structures to support an effective coaching model, coaching and feedback efforts will likely yield limited results. The following ideas were found to significantly impact the quality of coaching practices: 1. Roles, Systems, Structures, and Training 2. Foundational Elements and Common Practices of Effective Coaching 3. Data Analysis to inform Coaching 4. Cycles of Effective Feedback CDE - Coaching Strategy Guide 2.0 https://www.cde.state.co.us/uip/strategyguide-coachingv2r level they will make growth faster.

    Strategy Category:

    		Data Analysis & Reflection Practices

    Associated Root Causes:

    Observation, Feedback, and Coaching: The COPMS evaluation platform is used for observing and evaluating teachers and special service providers. Although we follow the timeline provided, we only get into classrooms once or twice a year, the system is used out of compliance. Therefore, feedback and coaching is rarely given to improve practice.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status

    Action Steps Associated with Major Improvement Strategy

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

    Systems to Address Behavior by Focusing on Climate and Culture

    Describe the research/evidence base supporting the strategy:

    		According to the National School Climate Center, “school climate includes major spheres of school life such as safety, relationships, teaching and learning, and the environment as well as larger organizational patterns (e.g. from fragmented to shared; healthy or unhealthy).” These dimensions not only shape how students feel about being in school, but “these larger group trends shape learning and student development” (National School Climate Center, 2013). https://aesimpact.org/school-climate-and-culture/

    Strategy Category:

    		School or District Climate and Culture

    Associated Root Causes:

    Proactive Supports for Staff and Students: We will provide support and PD for staff on classroom managed behaviors as well as the importance of building relationships with students and families.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : Increase Language Arts Proficiency

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: By May 2025, we will be in the 50th percentile or higher as measured by NWEA MAP growth.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: By May 2025, we will be in the 40th percentile or higher as measured by NWEA MAP achievement.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: By May 2025, we will be in the 21st percentile or higher as measured by CMAS ELA achievement.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025:
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: By May 2026, we will be in the 50th percentile or higher as measured by CMAS ELA growth.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Performance Indicator:

    		 Academic Achievement (Status)

    Measures / Metrics:

    		 M
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: By May of 2025, 75% of students will perform at benchmark as measured by the Dibels 8 EOY assessment.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Increase Math Proficiency

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: By May 2025, we will be in the 15th percentile or higher as measured by CMAS math achievement.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: By May 2025, we will be in the 50th percentile or higher as measured by NWEA MAP math growth.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025:
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: By May 2026, we will be in the 50th percentile or higher as measured by CMAS math growth.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Performance Indicator:

    		 Academic Achievement (Status)

    Measures / Metrics:

    		 ELA
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: By May 2025, we will be in the 35th percentile or higher as measured by NWEA MAP math acheivement.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Decrease Discipline Referrals

    Performance Indicator:

    		 Student Engagement

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: By May of 2025, we will be at 50 out of school suspensions or less as measured by the school behavior reports.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

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