Colorado's Unified Improvement Plan for Schools

Bessemer 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
  • Student ELA Achievement
    		•
  • Lack of quality Tier I ELA Instruction
    		•
  • ELA Instructional Planning & Lesson Delivery with Increase in Rigor &
    		•
  • Student Math Achievement
    		•
  • Lack of quality Tier I Math Instruction
    		•
  • Math Instructional Planning & delivery with an Increase in Rigor & Engagement
    		•
  • Social Emotional Learning
    		•
  • SEL Curriculum
    		•
  • Implement SEL Regulation Program - Zones of Regulation & Rethink Ed
    		•


    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


    Bessemer Academy is a Preschool through fifth grade elementary school located in the south quadrant of Pueblo, Colorado, and is a feeder school to Central High School. Our geographical boundaries include single family and multi-family households; as well as commercial properties. We are located in the heart of a subdivision known as Bessemer, which is a low socioeconomic area. Currently, there are 210 Kindergarten-5th grade students. We also have 44 preschool students within 3 preschool classrooms. The preschool classes consist of 2 full day programs that service 3-4 year old students and one half day program, both morning and afternoon, that services 3 year old students. Included in our K-5 enrollment are 11 students with Significant Suppot Needs (SSN) that include students that are integrated into the General Education classrooms, with some also being serviced in the center based program only. The SSN program is staffed with 1 full time teacher and 4 paraprofessionals. Also included are 17 students with Mild to Moderate Needs (MMN) that are fully integrated into the General Education classrooms. the MMN program is staffed with 1 full time teacher and 1 paraprofessional. The Bessemer has a free and reduced lunch percentage of 94%. Minority students comprise approximately 77% of our enrollment. We have an average daily attendance rate of 88%. In addition to special education programs for Speech/Language therapy and Specific Learning Disabilities, Bessemer Academy also has a center-based program for the Deaf and Hard of Hearing (DHH) identified students in preschool through fifth grade. In total, 21% of our students have Individual Education Plans and 36% of our 1-3 students are on a Read Plan. Gifted and Talented students on Advanced Learning Plans comprise .5%, and CLDE are 6% of our enrollment. Students of all disaggregated groups take courses of similar challenge throughout the school and there are no discrepancies of note that require further action. Bessemer Academy is in its seventh year of membership with our District's Innovation Zone. Our Innovation strategies will focus on consistent, systemic Tier 1 instructional practices and lesson planning; increasing teacher understandings of instructional strategies that will both engage student learners, as well as meet their differentiated academic and social-emotional needs. We will also provide incremental, prioritized and targeted professional development related to student needs, teacher competencies and job-embedded classroom feedback. Coaching and professional development will continue to be provided to strengthen Tier I instruction in both ELA, math and writing. Identification and familiarization with standards and developing daily lessons aligned to the standards, along with analyzing daily data to drive instruction have been implemented. The goals for this year include increasing student academic achievement and growth in ELA and math. There are three areas of focus. First, teachers will practice delivering effective first time instructional strategies based on feedback from coaches, consultants and leadership. Math instruction will be supported by 2Partner math consultants and the District 60 Math Specialist. Reading instruction will be supported by the ELA Instructional Coach. Second, through professional development and team planning, teachers and leadership team (administration, classroom teachers) will help plan high quality lessons that are aligned to standards, assessments, and core curriculum (EngageNY for math and Wonders 2020 for ELA). The lessons will be developed with a high level of rigor that aligns to grade level standards. Third, use and analyze data from Istation, ISIP, universal screeners and core programs to determine small groups for both reading and math. During PLC Data meetings, classroom teachers and specialists will identify and modify instructional strategies to address root causes in student understanding. Diagnostic and progress monitoring data will be utilized to determine instruction and small group implementation, providing an opportunity for movement based on individual student progress. Bessemer Academy has a full-time teaching staff of 23 certified staff, of which 45% hold a probationary status. Bessemer has a Principal, a Dean of Students and a full time counselor. We are in our 12th year of being a Science, Technology, Engineering, and Mathematics magnet school. Bessemer Academy shares one S.T.E.M. Teacher on Special Assignment (TOSA) with Highland Park Elementary. This teacher helps to coach and implement the STEM curriculum, Project Lead the Way (PLTW). We also share two speech/language pathologists, a school psychologist, a school social worker and a CLDE teacher. ELA Coaching is supported by one ELA Instructional Coach. Math Coaching is supported by one math consultant and a the District math specialist. Our school is also supported by 1 Math Tutor, 1 Reading Interventionists, 1 ELA tutor, a .25 School Social Worker and a .5 Community Advocate. Bessemer Academy began the year by analyzing trends using 2025 CMAS and Istation data from the 2023-2024 school year. We began by meeting as a school administrative team. Collaboration on our 90 Day Plan began in June of 2024, which resulted in the creation of a purpose statement and three big rocks of focus. Two of our big rocks are aligned to the District initiative of increasing rigor in everyday classroom instruction to increase achievement. Root causes were identified and utilized to create our big rocks and action steps.

    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

    Lack of student achievement and growth in ELA and Math Assessments indicates a pervasive school wide gap in providing rigorous academic tasks where students are actively engaged in the learning.  Teachers have not had consistent support in instructional processes and planning including opportunities to practice aspects of their lesson during PLC’s.  This includes UBD planning, practice, implementation with feedback, and reflection and analysis of instruction that address differentiation and a shift in the cognitive lift.  Expectations for student engagement aren’t sufficiently high.  Opportunities for student to student engagement via a Turn & Talk, etc. are frequently missed leading to lower engagement. 

    Students inability to regulate their emotions often results in undesireable behaviors such as negative emotional outbursts that impact student learning. Providing students with the support and tools needed to recognize/identify their feelings and the strategies, vocabulary and tools needed to regulate their emotions will reduce these outbursts and provide students with lifelong skills for success.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Student ELA Achievement

    Area of Focus: English/Language Arts achievement


    Root Cause: Lack of quality Tier I ELA Instruction

    Lack of thorough understanding of the ELA curriculum and the most effective instructional strategies that require student engagement and lack of a common understanding of what rigorous instruction is and what it looks like have resulted in low student achievement and growth.

    Root Cause Category: Instruction


    Priority Performance Challenge:  Student Math Achievement

    Area of Focus: Math achievement


    Root Cause: Lack of quality Tier I Math Instruction

    Lack of thorough understanding of the math curriculum and the most effective instructional strategies that require student engagement and lack of a common understanding of what rigorous instruction is and what it looks like have resulted in low student achievement and growth.

    Root Cause Category: Instruction


    Priority Performance Challenge:  Social Emotional Learning

    Area of Focus: Social-Emotional/Trauma-Informed


    Root Cause: SEL Curriculum

    Due to the students lack of ability to identify and regulate their emotions, a lack of a systematic and explicit SEL program and lack of professional development for staff to recognize and effectively address student SEL needs, student outbursts have increased.

    Root Cause Category: Social-Emotional/Trauma-Informed

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    ELA Guided Instructional Planning & Lesson Delivery with an Increase in Rigor &

    Describe the research/evidence base supporting the strategy:

    		Past lesson planning and delivery have resulted in low grade level achievement in ELA. Tier I instruction lacks rigor and targeted support.

    Strategy Category:

    		Curriculum and Content

    Associated Root Causes:

    Lack of quality Tier I ELA Instruction: Lack of thorough understanding of the ELA curriculum and the most effective instructional strategies that require student engagement and lack of a common understanding of what rigorous instruction is and what it looks like have resulted in low student achievement and growth.

    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
    > >

    ELA Instructional Planning & Lesson Delivery with Increase in Rigor &

    Describe the research/evidence base supporting the strategy:

    		Past lesson planning and delivery have resulted in low grade level achievement in ELA. Tier I instruction lacks rigor and targeted support.

    Strategy Category:

    		Curriculum and Content

    Associated Root Causes:

    Lack of quality Tier I ELA Instruction: Lack of thorough understanding of the ELA curriculum and the most effective instructional strategies that require student engagement and lack of a common understanding of what rigorous instruction is and what it looks like have resulted in low student achievement and growth.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
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    Action Steps Associated with Major Improvement Strategy

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

    Math Instructional Planning & delivery with an Increase in Rigor & Engagement

    Describe the research/evidence base supporting the strategy:

    		Past lesson planning and delivery have resulted in low grade level achievement in ELA. Tier I instruction lacks rigor and targeted support

    Strategy Category:

    		Curriculum and Content

    Associated Root Causes:

    Lack of quality Tier I Math Instruction: Lack of thorough understanding of the math curriculum and the most effective instructional strategies that require student engagement and lack of a common understanding of what rigorous instruction is and what it looks like have resulted in low student achievement and growth.

    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
    > >

    Math Instructional Planning & delivery with an Increase in Rigor & Engagement

    Describe the research/evidence base supporting the strategy:

    		Past lesson planning and delivery have resulted in low grade level achievement in ELA. Tier I instruction lacks rigor and targeted support

    Strategy Category:

    		Curriculum and Content

    Associated Root Causes:

    Lack of quality Tier I Math Instruction: Lack of thorough understanding of the math curriculum and the most effective instructional strategies that require student engagement and lack of a common understanding of what rigorous instruction is and what it looks like have resulted in low student achievement and growth.

    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
    > >

    Implement SEL Regulation Program - Zones of Regulation & Rethink Ed

    Describe the research/evidence base supporting the strategy:

    		Student's inability to identify and regulate their emotions have resulted in an increase of student outbursts that impact the learning enviroment.

    Strategy Category:

    		Social Emotional Learning Supports

    Associated Root Causes:

    SEL Curriculum: Due to the students lack of ability to identify and regulate their emotions, a lack of a systematic and explicit SEL program and lack of professional development for staff to recognize and effectively address student SEL needs, student outbursts have increased.

    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 : Student ELA Achievement

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: 722.3
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: 20% of students on Read Plan
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Student Math Achievement

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: 719.1
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Social Emotional Learning

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Fully implement the Zones of Regulation Program which will result in students being able to identify their emotions and utilize strageties that will help them to positively regulate and discuss their feelings.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

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