Colorado's Unified Improvement Plan for Schools

Pueblo Charter School for the Arts & Sciences 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
  • Elementary: ELA
    		•
  • ELA: Elementary: Lack of fidelity to Tier I instruction
  • ELA: Elementary Reading Intervention and small-group instruction
    		•
  • Curriculum and Interventions
    		•
  • Middle School: Math
    		•
  • Math: Middle School: Standards Practice and Mastery
  • Math: Middle School: Direct Instruction Rigor
  • Math: Middle School: Lack of fidelity to Tier I instruction
  • Math: Middle School Intervention
    		•
  • Middle School Math Instruction and Rigor
    		•
  • Elementary: Math
    		•
  • Math: Elementary
  • Math: Elementary: Lack of fidelity to Tier I instruction
  • Math: Elementary Interventions
    		•
  • Math: Elementary Tier 1 Instruction and fidelity
    		•
  • Middle School ELA
    		•
  • ELA:Middle: Staff Turnover
  • ELA: Middle: Lack of fidelity to intervention
    		•
  • Middle School ELA Staffing and Instruction
    		•


    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


    Pueblo School for Arts and Sciences is dedicated to providing an integrated K-8 curriculum based on the Paideia Principles and anchored in the Arts and Sciences for the success of all students. PSAS is the third oldest charter school in Colorado and serves 454 students. This year, the percentage of students with Free and Reduced Lunch is 76.5 in 6-8 and 83.27% in grades K-5. PSAS students reside throughout Pueblo City and County, covering over eight zip codes. PSAS provides services for 8 ELL and 45 ESS students. PSAS is a model school for Paideia associated with the University of North Carolina. The PSAS UIP team is composed of grade-level teachers from each team and two administrators. This team meets several times throughout the fall to write the UIP with a focus on disaggregating the previous year's data, determining if the school met last year's goals, and setting goals for the school year contained within the UIP.

    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 Setting and Process for Data Analysis
     
    Pueblo School for Arts and Sciences is dedicated to providing an integrated K-8 curriculum based on the Paideia Principles and anchored in the Arts and Sciences for the success of all students. PSAS is the third oldest charter school in Colorado and serves approximately 454 students in a typical year.PSAS is the third oldest charter school in Colorado and serves 454 students. This year, the percentage of students with Free and Reduced Lunch is 76.5% in 6-8 and 83.27% in grades K-5.  PSAS students reside throughout Pueblo City and County in over eight zip codes. PSAS provides services for  ELL, GT, and  ESS students. PSAS is a model school for Paideia associated with the University of North Carolina as well as Project Leads the Way (PLTW). The PSAS UIP team is composed of grade-level teachers, Assistant Principal, the Principal, and the Jones Site Council. This team meets throughout the fall to write the UIP with a focus on disaggregating the previous year's data, determining if the school met last year's goals, and setting action plan goals for the school year contained within the UIP.
     

    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).

    For the 2023-2024 school year, PSAS implemented a more targeted reading and writing curriculum, as well as incorporating targeted and rigorous intervention strategies with students.  These strategies did have a positive outcome in the academic growth of our students, however, we did not meet expectations in academic achievement.  


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

    Adjustments that will be made for this year's plan will be building a reading and math intervention period within our school schedule, monitoring teacher fidelity with interventions, teachers monitoring student data to drive instruction, and requiring low-achieving students to attend after-school intervention programming. 

    Current Performance

    ELEMENTARY PERFORMANCE INDICATOR:  CMAS ACADEMIC GROWTH 2023-2024


    ACADEMIC GROWTH REFLECTION:

    ELEMENTARY ELA:
    2023-24 School Performance Frameworks Elementary ELA indicates we are at the Median Growth of 42% with a plan designation of Approaching
    2023-24 CMAS Current reviews show that ELA subgroup of Free/Reduced scored at 47.5%  (Approaching)
    2023-24 CMAS Current reviews show that ELA subgroup of Minority Students scored at 37.5% (Approaching)

    ELEMENTARY Math:
    2022-23 School Performance Frameworks Elementary Math indicates we are at the Median Growth of 19%  with a plan designation of Does not meet.
    Subgroups of Free/Reduced and Minority students are at the median growth of 20% with a designation of does not meet.
     
    MIDDLE SCHOOL PERFORMANCE INDICATOR:  CMAS ACADEMIC GROWTH 2023-2024



    ACADEMIC GROWTH REFLECTION:

    MIDDLE SCHOOL ELA:
    2023-24 School Performance Frameworks Middle School ELA indicates we are at the 46th Median Growth %  with a plan designation of Approaching
    2023-24 CMAS Current reviews show that ELA subgroup of Free/Reduced scored at the 46%ile  Approaching
    2023-24 CMAS Current reviews show that ELA subgroup of Minority Students scored at the 46%ile  Approaching

    MIDDLE SCHOOL Math:
    2023-24 School Performance Frameworks Middle School ELA indicates we are at the 34th Median Growth % ile with a plan designation of Does not meet
    2023-24 CMAS Current reviews show that the Math subgroup of Free/Reduced scored at the 36.5%ile  Does not meet.
    2023-24 CMAS Current reviews show that the Math subgroup of Minority Students scored at the 33%ile  Does not meet.


     2023-2024 NWEA Reading, Math, and Science Growth


    Student Growth at PSAS-Jones on the NWEA MAP assessment is measured in the % of students that met their projected growth targets and the Median Growth Percentile. We have identified a school wide goal that at least 65% of students in each grade level should meet their projected growth targets. We also have a goal that the MGP in assessed areas will be at or above the 50%ile. The following grade levels met the established 65% threshold:
    In Reading, no grade levels met the established 65% growth target threshold. 2nd grade exceeded the MGP at 61%.
    In Math, 2nd grade was nearing this goal at 63% achieving the goal and exceeded the MGP at 68%.
    In Science, 6th grade met the established 65% growth target and exceeded the MGP at 68%. 5th grade was near the MGP goal at 48%.

    The following grade levels did not meet the established 75% threshold:
    In Reading, 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, and 8th grade did not meet the established 75% growth target threshold.
    In Math, 2nd, 5th, 6th, 7th, and 8th grade did not meet the established 75% growth target threshold.
    In Science, 6th and 7th grade did not meet the established 75% growth target threshold.

    Student Growth at PSAS-Jones on the NWEA MAP assessment is measured by the % of students meeting established growth goals and the goal of meeting or exceeding a Median Growth Percentile of 50. We will review NWEA data in the Spring of 2025 to determine growth in Reading, Math, and Science. This data will also be used as additional information in developing READ Plans.

    Current Performance

    ELEMENTARY PERFORMANCE INDICATOR:  CMAS ACADEMIC ACHIEVEMENT 2023-24
     
     
    ACADEMIC ACHIEVEMENT REFLECTION:

    ELEMENTARY ELA:
    2023-2024 School Performance Frameworks Elementary ELA indicates we are at the 11th% ile Rank with performance designation of Does not meet.
    2023-2024 CMAS Current reviews show that ELA subgroup of Free/Reduced scored at the 10%ile (Does Not Meet)
    2023-2024 CMAS Current reviews show that ELA subgroup of Minority Students scored at the 7%ile (Does Not Meet)

    ELEMENTARY Math:
    2023-24 School Performance Frameworks Elementary Math indicates we are below the 3rd% ile Rank with performance designation of Does Not Meet.
    2023-24 CMAS Current reviews show that Math subgroup of Free/Reduced scored at the 2%ile (Does not Meet)
    2023-24 CMAS Current reviews show that Math subgroup of Minority Students scored at the 2%ile (Does not Meet)

    ELEMENTARY Science:
    2023-2024 CMAS Science- 5th grade students scored in the 14%ile with a performance designation of does not meet
    2023-2024 CMAS Science-the 5th grade free/reduced students scored in the 13%ile
    2023-2024 CMAS Science-the 5th grade minority students scored in the 11%ile


    MIDDLE SCHOOL PERFORMANCE INDICATOR:  CMAS ACADEMIC ACHIEVEMENT 2023-2024


    ACADEMIC ACHIEVEMENT REFLECTION:

    MIDDLE SCHOOL ELA:
    2023-24 School Performance Frameworks Middle School ELA indicates we are at the 13th% percentile Rank with performance designation of Does not Meet.
    2023-24 CMAS show that ELA subgroup of Free/Reduced are at the 11th% percentile Rank with performance designation of Does not Meet.
    2023-24 CMAS show that ELA subgroup of Minority Students are at the 12th%ile Rank with performance designation of Does not Meet.

    MIDDLE SCHOOL Math:
    2023-24 School Performance Frameworks Middle School Math indicates we are at the 1st% percentile Rank with performance designation of Does not Meet.
    2023-24 CMAS show that Math subgroup of Free/Reduced are at the 2nd% percentile Rank with performance designation of Does not Meet.
    2023-24 CMAS show that Math subgroup of Minority Students are at the 1st% percentile Rank with performance designation of Does not Meet.

    Middle School Science:
    2023-2024 CMAS Science- 8th-grade students scored in the 12th%ile with a performance designation of does not meet
    2023-2024 CMAS Science-the 8th grade free/reduced students scored in the 11th%ile
    2023-2024 CMAS Science-the 8th grade minority students scored in the 9th%ile

     
    ACADEMIC ACHIEVEMENT REFLECTION:
     
     2023-2024 NWEA Reading, Math, and Science Achievement

    Student Achievement  at PSAS-Jones on the NWEA MAP assessment is measured by the Achievement Percentile.We will review NWEA data in the Spring of 2025 to determine achievement in Reading, Math, and Science. We will view these as indicators of CMAS proficiency.

    Trend Analysis

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

    3rd-5th Grade ELA: CMAS scores from 2022-2023 show a decrease in Achievement via the Mean Scale Score (740-729) This is a notable trend as it reflects the impacts of staff turnover
    Trend Direction: Decreasing
    Performance Indicator Target: Academic Achievement (Status)

    3rd-5th grade Math: CMAS scores from 2022-2023 show a decrease in Achievement via the Mean Scale Score (727-715) This is a notable trend as it reflects the impacts of staff turnover
    Trend Direction: Decreasing
    Performance Indicator Target: Academic Achievement (Status)

    Middle School ELA 6-8th Grade CMAS scores from 2022-2023 show a decrease in Achievement via the Mean Scale Score (762-730) This is a notable trend as it reflects the impacts of staff turnover
    Trend Direction: Decreasing
    Performance Indicator Target: Academic Achievement (Status)

    Middle School Math: CMAS (6th- 8th grade) scores from 2022-2023 show a slight decrease in Achievement via the Mean Scale Score (716-746) This is a notable trend as it reflects the impacts of staff turnover
    Trend Direction: Decreasing
    Performance Indicator Target: Academic Growth

    3rd-5th Grade ELA: 2023 CMAS Median Growth Percentile dropped from 41%ile to 26th %ile. This is a notable trend as it reflects the impacts of staff turnover
    Trend Direction: Increasing
    Performance Indicator Target: Academic Growth

    Middle School (6th-8th Grade) ELA: 2023 CMAS Median Growth Percentile rose from the 30th percentile to the 37th percentile.
    Trend Direction: Increasing
    Performance Indicator Target: Academic Growth

    Middle School (6th-8th Grade) Math: 2023 CMAS Median Growth Percentile rose from the 19th percentile to the 45th percentile.

    Additional Trend Information:

    Trend analysis for 2021 to 2022 include PSAS-Jones academic and growth performance vs. state and district performance for all students and subgroups.

    Results for PSAS-Jones in the area of 2021 CMAS Achievement Elementary Grades 3-5 Subgroups vs. the State Mean Scale Score
    ELA                         
    CO Mean Scale Score '21    CO  Mean Scale Score '22      PSAS-Jones '21      PSAS Jones '22      Math    CO Mean Scale Score '21     CO Mean Scale Score '22    PSAS-Jones '21     PSAS-Jones '22
    All Students                740                741                                     740                             729                     All Students                 730                                    735                               727                                       715
    Minority Students       729                 730                                    737                              728                    Minority Students         718                                    724                               724                                       712
    Free/Red. Lunch        723                 724                                    736                              724                     Free/Red. Lunch         713                                    713                               725                                        711

    Results for PSAS-Jones in the area of 2021 CMAS Achievement Middle School Grades 6-8 Subgroups vs. the State Mean Scale Score
    ELA                       
    CO Mean Scale Score '21    CO Mean Scale Score '22     PSAS-Jones '21     PSAS-Jones '22      Math     CO Mean Scale Score  '21    CO Mean Scale Score  '22    PSAS-Jones '21  PSAS-Jones '22
    All Students              742                741                                         762                          730                     All Students                 727                                   727                                718                                     715
    Minority Students     731                 731                                         752                         726                     Minority Students         716                                   719                                716                                     711
    Free/Red. Lunch      724                 725                                         757                         729                     Free/Red. Lunch          710                                   714                                714                                     713


    Results for PSAS-Jones in the area of 2021 CMAS Growth Elementary Grades 3-5 Subgroups vs. the State Median Growth Percentile
    ELA     
                             State MGP '21     State MGP '22         PSAS-Jones MGP '21      PSAS Jones MGP '22        Math            State MGP '21       State MGP '22        PSAS-Jones MGP '21   PSAS-Jones MGP '22
    All Students        51                        50                            64                                       41                                       All Students        NA                             50                        NA                                        23
    Min. Student       44                        48                            65                                       42                                       Min. Students     NA                             49                        NA                                        22
    Free/Red. Lunch 42                       45                             61                                       50                                      Free/Red. Lunch NA                             48                        NA                                        23

    Results for PSAS-Jones in the area of 2021 CMAS Growth Middle School Grades 6-8 Subgroups vs. the State Median Growth Percentile

    ELA                         
                          State MGP '21      State MGP '21         PSAS-Jones MGP '21       PSAS Jones MGP '22        Math           State MGP '21        State MGP '22      PSAS-Jones MGP '21   PSAS-Jones MGP '22
    All Students    50                          49                           77                                        30                                        All Students     49                               50                       60                                          19
    Min. Students 47                          48                           76                                        29                                        Min. Students  45                               47                       60                                           22
    Free/Red. Lunch 44                     45                           74                                        33                                        Free/Red. Lunch 42                            44                       47                                          19



    Elementary and Middle School ELA, Math, and Science: NWEA/MAP Interim Assessment trend data


     

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Elementary: ELA

    ELA Achievement: The results of the 2023 CMAS Achievement data show the school scores right at the 16th Achievement % percentile. This has decreased from last year. A focus on Tier 1 instruction and small group targeted instruction is needed. Continued increase of achievement is needed in all ELA areas and subgroups, so that the school can rebound from areas that it "does not meet".

    Area of Focus: English/Language Arts achievement


    Root Cause: ELA: Elementary: Lack of fidelity to Tier I instruction

    Teachers did not provide Tier I instruction with fidelity. This was due in part to lack of professional development on best instructional practices and delivery of the curriculum, and lack of collaboration in a PLC format with their professional peers. Teachers were not provided with instructional coaching on a consistent basis. Tier I instruction was not consistent between similar grade level classes. This was due to different prior classroom experiences, training, and professional development. Classes were inconsistent in analyzing assessment and daily work data to inform instruction.

    Root Cause Category: Instruction

    Root Cause: ELA: Elementary Reading Intervention and small-group instruction

    In prior years teachers were not provided instructional coaching on implementing the core curriculum (Wonders) nor on small group instruction strategies within the classroom setting.

    Root Cause Category: Intervention Systems


    Priority Performance Challenge:  Middle School: Math

    Math Achievement: The results of the 2023 CMAS Achievement data show the school scores at the 6th Achievement % percentile. This is a significant decline and is of great concern. Finding quality professional development and math intervention is vital to increase student achievement in math. Continued increase of achievement is needed in all Math areas and subgroups, so that the school can move out of the "Does not Meet" status category and move into the "Approaching or Meets" status category.

    Area of Focus: Math achievement


    Root Cause: Math: Middle School: Standards Practice and Mastery

    Teachers did not provide Tier I instruction with fidelity. This was due in part to lack of professional development on best instructional practices and delivery of the curriculum, and lack of collaboration in a PLC format with their professional peers. Teachers were not provided with instructional coaching on a consistent basis. Tier I instruction was not consistent between similar grade-level classes. This was due to different prior classroom experiences, training, and professional development. Classes were inconsistent in analyzing assessment and daily work data to inform instruction. Lack of direct interventions with low students and groups of low students may have impacted their performance. Students are lacking foundational skills due to the pandemic shutdown in the 19-20 and 20-21 school years.

    Root Cause Category: Instruction

    Root Cause: Math: Middle School: Direct Instruction Rigor

    Teachers lack planning for differentiation to move students at all levels. Teachers lack the ability to engage students within the lesson at a high level in making the learning relevant. Direct Instruction rigor is lacking in guiding students' specific skills to tie mathematical reasoning and mathematical models to real-world problems.

    Root Cause Category: Instruction

    Root Cause: Math: Middle School: Lack of fidelity to Tier I instruction

    Teachers did not provide Tier I instruction with fidelity. This was in part to outdated curriculum, lack of professional development on best instructional practices, and lack of collaboration in a PLC format with their professional peers. Teachers were not provided with instructional coaching on a consistent basis.

    Root Cause Category: Instruction

    Root Cause: Math: Middle School Intervention

    PSAS- Jones did not provide a systematic process for identifying students' academic intervention needs nor for delivering academic intervention at students' instructional level. PSAS Jones is in need of additional school time for math practice and support especially for those students struggling with deficits in math proficiency.

    Root Cause Category: Teacher Development


    Priority Performance Challenge:  Elementary: Math

    Math Achievement: The results of the 2023 CMAS Achievement data show the school scores right at the 6th Achievement % percentile. Finding quality professional development and math intervention is vital to increase student achievement in math. Continued increase of achievement is needed in all Math areas and subgroups so that the school can move out of the "Approaching" status category and move into the "Meets" status category.

    Area of Focus: Math achievement


    Root Cause: Math: Elementary

    Lack of direct interventions with low students and groups of low students may have impacted their performance. Students are lacking foundational skills due to the pandemic shutdown in the 19-20 and 20-21 school years.

    Root Cause Category: Instruction

    Root Cause: Math: Elementary: Lack of fidelity to Tier I instruction

    Teachers did not provide Tier I instruction with fidelity. Teachers lacked small group professional development in a small group setting to foster the individual needs of each teacher regarding best instructional practices and lacked collaboration in a PLC format with their professional peers. Teachers were not provided instructional coaching on target interventions to plan for small groups. Tier I instruction was not consistent between similar grade level classes. This was due to different prior classroom experiences, training, and professional development. Classes were inconsistent in analyzing assessment and daily work data to inform instruction.

    Root Cause Category: Teacher Development

    Root Cause: Math: Elementary Interventions

    Jones did not provide a systematic process for identifying students' academic intervention needs nor for delivering academic intervention at students' instructional level. In prior years teachers were not provided instructional coaching on implementing the core curriculum (IReady) nor on small group instruction strategies within the classroom setting.

    Root Cause Category: Teacher Development


    Priority Performance Challenge:  Middle School ELA

    ELA Achievement: The results of the 2023 CMAS Achievement data show the school scores right at the 16th Achievement % percentile. This is a decrease from the prior year. Finding quality Middle school ELA teachers, quality curriculum, and quality professional development is needed to increase student achievement in ELA. A continued increase of achievement is needed in all ELA areas and subgroups so that the school can move out of the "Does not Meet" status category and move into the "Approaching" status category.

    Area of Focus: English/Language Arts achievement


    Root Cause: ELA:Middle: Staff Turnover

    During the 2023-24 school year the middle school ELA program had high turnover with 3 different staff members throughout the school year

    Root Cause Category: Staffing

    Root Cause: ELA: Middle: Lack of fidelity to intervention

    Teachers did not provide instruction with fidelity. This was due in part to lack of professional development on best instructional practices and delivery of the curriculum, and lack of collaboration in a PLC format with their professional peers. Teachers were not provided with instructional coaching on a consistent basis. Instruction was not consistent between similar grade level classes. This was due to different prior classroom experiences, training, and professional development and staff turnover. Classes were inconsistent in analyzing assessment and daily work data to inform instruction.

    Root Cause Category: Instruction

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


    PSAS
    In 2022-2023, PSAS-Jones experienced an overall 60% turnover of elementary staff. The 2021-22 school year had an unprecedented turnover of 75%. While this % is lower it will have an impact on quality and fidelity of instruction and consistent delivery of instruction. The 2023 CMAS revealed significant decreases in achievement and growth across all assessed grade levels and assessed content areas. Staff turnover, limited experience of staff, new curricula, and new administration have negatively impacted growth and achievement. There are also significant impacts on students as they have been negatively impacted by inconsistent educational delivery and social-emotional impacts.



    Elementary: Math
    • PSAS-Jones elementary school students have scored under the 50th Achievement % percentile for the last three CMAS testing cycles. 2023 also showed declines in performance. It is concerning, that while there has been some improvement, we will have a largely new elementary staff and new curriculum. Daily small group instruction, professional development, and instructional coaching will help with gaining a greater focus on essential skills and instruction. CMAS Growth aggregate data was not available for review, so we will watch the growth of our students on classroom and interim assessments closely.
    Middle School ELA
    ELA Achievement: The results of the 2023 CMAS Achievement data show the school scores right at the 12th Achievement % percentile. This is a significant decrease from the prior year. Continued increase of achievement is needed in all ELA areas and subgroups so that the school can move out of the ''Does Not Meet'' status category and move into the ''Approaching'' status category. Staff turnover is a great concern as well as the difficulty in securing a quality, experienced ELA teacher to fill the vacancy. The middle school teacher will be using a new middle school ELA curriculum.

    How were the Root Causes were selected and verified:

    ELA
    To address the root causes that drive priority improvement challenges in both the elementary and middle school grades, PSAS-Jones staff will receive professional development and instructional coaching in ELA, curriculum and standards based instruction. Consistent with the leadership team's development of a 90 Plan, we will refocus our efforts on daily high quality Tier 1 instruction that includes:

    • Daily grammar and usage exercises

      Small group target instruction
    • Comprehension of reading material

    • Cross-curricular analytical writing

    • Textual evidence applied to writing skills/operations

    • The application of conventions to written expression.

    These elements will dovetail into our new writing curriculum. The addition of daily Reading/literacy intervention at students' instructional level will reinforce the core ELA concepts.

    MATH

    To address the root causes that drive priority improvement challenges in both the elementary and middle school grades, PSAS-Jones staff will receive extensive professional development in Math. We will also adopt and implement new curriculum materials, and provide fidelity to daily Math instruction. We will refocus our efforts on daily high quality Tier 1 instruction that includes:

               Math Fluency -

    • Automaticity for basic math facts for all four operations 

    • Fractions are not addressed in the earlier grades of the previous curriculum.
       

      Math Problem Solving - 

    • introduce multi-step problems

    • multi-step/operations within math word problems

    • answer/explain in written form using appropriate math vocabulary and expressions.

    The addition of daily Math small group instruction, at students' instructional level will reinforce the core Math concepts.

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Curriculum and Interventions

    What will success look like:

    		Teachers will implement a more targeted reading and writing curriculum applying written expression and grammar focus to their daily instruction.

    Describe the research/evidence base supporting the strategy:

    		In order to ensure growth in the areas of reading and writing, we are choosing a program that is Colorado Department of Education (CDE) endorsed through the READ Act to ensure our students are receiving instruction and skills that will provide standards-based mastery at their grade level. All curricula being taught are research-based and CDE approved. Academic Intervention in ELA will be provided daily for all students at their instructional level. SIPPS, Hegerty, and IStation, state-approved intervention programs, will be implemented, and staff will be provided professional development and training.

    Strategy Category:

    		Curriculum and Content

    Associated Root Causes:

    ELA: Elementary: Lack of fidelity to Tier I instruction: Teachers did not provide Tier I instruction with fidelity. This was due in part to lack of professional development on best instructional practices and delivery of the curriculum, and lack of collaboration in a PLC format with their professional peers. Teachers were not provided with instructional coaching on a consistent basis. Tier I instruction was not consistent between similar grade level classes. This was due to different prior classroom experiences, training, and professional development. Classes were inconsistent in analyzing assessment and daily work data to inform instruction.

    ELA: Elementary Reading Intervention and small-group instruction: In prior years teachers were not provided instructional coaching on implementing the core curriculum (Wonders) nor on small group instruction strategies within the classroom setting.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Increase in student growth by 60%-70% from NWEA BOY to EOY Teachers will administer Dibels benchmark assessments three times per year, as well as progress monitor as defined by the colorado READ Act. 08/21/2023
    05/18/2024
    Weekly     		Classroom Teachers, Reading Interventionist, building administration In Progress
    Increase in literacy Intervention 95 Percent Early Literacy CDE approved intervention for daily intervention for identified students 10/21/2023
    05/17/2024
    		 classroom teachers, intervention teachers, and building administration In Progress

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Professional Learning Communities
    		Teachers will attend PLC's weekly to discuss implementation process and support each other with classroom strategies. Teachers will also do data digs at least three times a year for benchmark assessments while monthly for curriculum based data. 07/29/2024
    05/22/2025     		Curriculum, assessment and curriculum data School Administration, Instructional Coaches, and teachersTeachers In Progress
    a05PU0000034ilW
    		08/06/2024
    05/22/2025     		school administration, instructional coach, and teachers
    a05PU0000034ilX
    		08/12/2024
    05/22/2025     		building administration and staff
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    Math: Elementary Tier 1 Instruction and fidelity

    What will success look like:

    		Based on elementary standards, students will be able to analyze and synthesize to address real-world problems by applying specific skills that have been modeled during direct instruction and practice. Students will be able to express reasoning in a written format clearly and explain steps and solutions. Students also will be able to construct mathematical models and simulations demonstrating an understanding of practical applications of math concepts. All curriculum being taught is research-based and CDE approved. Academic Intervention in ELA will be provided daily for all students at their instructional level. IReady Math , state approved intervention programs, will be implemented, and staff will be provided professional development and training.

    Describe the research/evidence base supporting the strategy:

    		These issues are addressed in the 2020 CAS. Staff will receive ongoing training in the Power Standards and Standards based instruction.

    Strategy Category:

    		Research-based Instructional Practices

    Associated Root Causes:

    Math: Elementary: Lack of direct interventions with low students and groups of low students may have impacted their performance. Students are lacking foundational skills due to the pandemic shutdown in the 19-20 and 20-21 school years.

    Math: Elementary: Lack of fidelity to Tier I instruction: Teachers did not provide Tier I instruction with fidelity. Teachers lacked small group professional development in a small group setting to foster the individual needs of each teacher regarding best instructional practices and lacked collaboration in a PLC format with their professional peers. Teachers were not provided instructional coaching on target interventions to plan for small groups. Tier I instruction was not consistent between similar grade level classes. This was due to different prior classroom experiences, training, and professional development. Classes were inconsistent in analyzing assessment and daily work data to inform instruction.

    Math: Elementary Interventions: Jones did not provide a systematic process for identifying students' academic intervention needs nor for delivering academic intervention at students' instructional level. In prior years teachers were not provided instructional coaching on implementing the core curriculum (IReady) nor on small group instruction strategies within the classroom setting.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Increase in instructional rigor and tier 1 instruction Teachers will provide direct instruction with fidelity in the IReady Math program 08/14/2023
    05/17/2024
    Weekly     		Teachers, instructional coaches, administration In Progress
    Increase in student growth by 60%-70% from NWEA BOY to EOY Instructional level based groups will receive daily intervention in math through direct instruction and approved on-line programming. 08/14/2023
    05/17/2024
    Weekly     		instructional coaches, principal , classroom teachers, intervention teachers In Progress
    Increase in teacher knowledge of tier 1 instructional strategies and pedagogy IReady Math-Teachers will participate in an online PD through the IReady Teacher Tools for Instruction 08/14/2023
    05/17/2024
    		 instructional coaches and administration In Progress

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Professional Development
    		Teachers will attend professional development opportunities offered by IReady Math trainers. 07/29/2024
    05/22/2025     		Professional Development with IReady Trainers Teachers, Principal, Interventionists, instructional coach In Progress
    Math Intervention
    		teachers will utilize diagnostic assessment data from IReady, NWEA to inform math instruction in the classroom and intervention periods 07/29/2024
    05/22/2025     		IReady Math data, NWEA Learning Continuum instructional coaches, principal , classroom teachers, intervention teachers In Progress
    small group group instruction
    		teachers will monitor student performance in the on-line intuitive IReady Math activities during intervention periods 07/29/2024
    05/22/2025     		IReady, NWEA Learning Continuum instructional coaches, principal , classroom teachers, intervention teachers In Progress
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    Middle School Math Instruction and Rigor

    What will success look like:

    		Students will be able to analyze and synthesize to address real-world problems by applying specific skills that have been modeled during direct instruction and practice. Students will be able to express reasoning in a written format clearly and explain steps and solutions. Students also will be able to construct mathematical models and simulations demonstrating an understanding of practical applications of math concepts.

    Describe the research/evidence base supporting the strategy:

    		These issues are addressed in the Common Core Standards for Mathematical Practice, which offer research guidelines that are the basis of the Common Core Mathematical Standards. Standard 3: Construct Viable Arguments and Critique Reasoning of Others and Standard 4: Model with Mathematics, both directly address the need for this major improvement strategy. These issues are also addressed in the 2020 CAS. Staff will receive ongoing training in the Power Standards and Standards based instruction.

    Strategy Category:

    		Research-based Instructional Practices

    Associated Root Causes:

    Math: Middle School: Standards Practice and Mastery: Teachers did not provide Tier I instruction with fidelity. This was due in part to lack of professional development on best instructional practices and delivery of the curriculum, and lack of collaboration in a PLC format with their professional peers. Teachers were not provided with instructional coaching on a consistent basis. Tier I instruction was not consistent between similar grade-level classes. This was due to different prior classroom experiences, training, and professional development. Classes were inconsistent in analyzing assessment and daily work data to inform instruction. Lack of direct interventions with low students and groups of low students may have impacted their performance. Students are lacking foundational skills due to the pandemic shutdown in the 19-20 and 20-21 school years.

    Math: Middle School: Direct Instruction Rigor: Teachers lack planning for differentiation to move students at all levels. Teachers lack the ability to engage students within the lesson at a high level in making the learning relevant. Direct Instruction rigor is lacking in guiding students' specific skills to tie mathematical reasoning and mathematical models to real-world problems.

    Math: Middle School Intervention: PSAS- Jones did not provide a systematic process for identifying students' academic intervention needs nor for delivering academic intervention at students' instructional level. PSAS Jones is in need of additional school time for math practice and support especially for those students struggling with deficits in math proficiency.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Increase in instructional rigor and tier 1 instruction Math teachers will plan and deliver instructional content aligned with the CO Academic Standards as quality Tier 1 instruction. 08/14/2023
    05/17/2024
    Weekly     		Principal, Middle School Math Teachers, instructional coach In Progress
    Increase in student growth by 60%-70% from NWEA BOY to EOY Instructional level based groups will receive daily intervention in math through direct instruction and approved on-line programming. 08/14/2023
    05/17/2024
    		 Principal, Middle School Math Teachers, instructional coach, intervention teachers In Progress

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU00000362NB
    		07/29/2024
    05/22/2025     		instructional coaches, principal , classroom teachers, intervention teachers
    a05PU00000362NC
    		07/29/2024
    05/22/2025     		instructional coaches, principal , classroom teachers, intervention teachers
    a05PU00000362ND
    		07/29/2024
    05/22/2025     		Teachers, Principal, Interventionists, instructional coach
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    Middle School ELA Staffing and Instruction

    Strategy Category:

    		Recruitment and Retention

    Associated Root Causes:

    ELA:Middle: Staff Turnover: During the 2023-24 school year the middle school ELA program had high turnover with 3 different staff members throughout the school year

    ELA: Middle: Lack of fidelity to intervention: Teachers did not provide instruction with fidelity. This was due in part to lack of professional development on best instructional practices and delivery of the curriculum, and lack of collaboration in a PLC format with their professional peers. Teachers were not provided with instructional coaching on a consistent basis. Instruction was not consistent between similar grade level classes. This was due to different prior classroom experiences, training, and professional development and staff turnover. Classes were inconsistent in analyzing assessment and daily work data to inform instruction.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Increase in teacher's knowledge of pedagogy and tier 1 instruction

    		Instructional coach, administration

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU00000360YK
    		07/29/2024
    05/22/2025     		administration and instructional coach
    a05PU00000360YJ
    		07/29/2024
    05/22/2025     		administration

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : Elementary: ELA

    Performance Indicator:

    		 Academic Achievement (Status)

    Measures / Metrics:

    		 S
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: maintain growth at the 60th to 70th percentile to catch up from the middle of the year to end of the year NWEA scores
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Middle School: Math

    Performance Indicator:

    		 Academic Achievement (Status)

    Measures / Metrics:

    		 S
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: maintain growth at the 60th to 70th percentile to catch up from the beginning of the year NWEA and CMAS scores.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Elementary: Math

    Performance Indicator:

    		 Academic Achievement (Status)

    Measures / Metrics:

    		 S
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: maintain growth at the 60th to 70th percentile to catch up from the beginning of the year NWEA and CMAS scores.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Middle School ELA

    Performance Indicator:

    		 Academic Achievement (Status)

    Measures / Metrics:

    		 S
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: maintain growth at the 60th to 70th percentile to catch up from the beginning of the year NWEA and CMAS scores.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Attachments List

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