Colorado's Unified Improvement Plan for Schools

Cedar Ridge 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
  • ELA Achievement
    		•
  • Population Growth
  • Data Analysis
    		•
  • Improving Instructional Processes
    		•
  • Math Growth
    		•
  • Population Growth
  • Data Analysis
    		•
  • Improving Instructional Processes
    		•


    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


    Cedar Ridge Elementary School is a rural school in Pueblo County. Cedar Ridge has 457 students. Being a high achieving

    school of choice, Cedar Ridge has 90 students that choice in from from other schools and districts which is nearly 20% of the total population.

    Cedar Ridge serves Pre-K through 5th grade students with class sizes ranging from 25-30. It has traditionally been a high achieving school with

    strong parental support.

    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

    The achievment gap with minorities and free and reduced lunches to others has gone down in the past three years. The reasoning for this is not looking at the data to see how we can support these groups. By having data talks in our PLC's will help drive the instruction to reach all students.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  ELA Achievement

    Area of Focus: English/Language Arts achievement


    Root Cause: Population Growth

    During the past 5 years the minority and FRL population has grown at CRE. Prior to 2022 Cedar Ridge did not have any students in the FRL category. Since then the population of FRL has grown. This growth has introduced students who may require different supports and instructional strategies.

    Root Cause Category: Instruction

    Root Cause: Data Analysis

    This year teams will be meeting bi-monthly in PLC grade level groups to examine student data, share effective strategies and share in the instruction and growth of our students.

    Root Cause Category: Data Analysis


    Priority Performance Challenge:  Math Growth

    Area of Focus: Math growth


    Root Cause: Population Growth

    During the past 5 years the minority and FRL population has grown at CRE. Prior to 2022 Cedar Ridge did not have any students in the FRL category. Since then the population of FRL has grown. This growth has introduced students who may require different supports and instructional strategies.

    Root Cause Category: Instruction

    Root Cause: Data Analysis

    This year teams will be meeting bi-monthly in PLC grade level groups to examine student data, share effective strategies and share in the instruction and growth of our students.

    Root Cause Category: Data Analysis

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Improving Instructional Processes

    Describe the research/evidence base supporting the strategy:

    		Professional Learning Communities (PLCs), Keys to Writing, and classroom walkthroughs can work together to improve student achievement through a comprehensive approach to instruction and professional development. PLCs, as developed by DuFour, provide a collaborative structure for teachers to analyze data, share effective practices, and work together to improve instruction[1]. Joan Sedita's Keys to Writing program offers a structured approach to writing instruction, emphasizing explicit skill teaching and a process approach[4]. Marzano's classroom walkthrough model involves short, focused observations with specific look-fors and immediate feedback to teachers[3]. When implemented in tandem, these approaches align instruction, drive data-informed decisions, and create a culture of continuous improvement[2]. The PLC cycle of inquiry is fueled by walkthrough feedback and writing program outcomes, while walkthrough trends inform PLC learning and Keys to Writing implementation[3]. Research shows that schools using Marzano's strategies saw an average 16 percentile point increase in student achievement, with even greater impacts when combined with teacher collaboration and regular feedback[2][3]. By integrating these research-based practices, schools create a powerful system for improving writing instruction and overall student learning outcomes. Citations: [1] https://www.cloud.edu/Assets/pdfs/assessment/marzanos%209%20strategies.pdf [2] https://vtss-ric.vcu.edu/media/vtss-ric/documents/s2s-strand-2/2021-2022-session-a-non-accessible/session-b-accessible/quality-core-instructions/VCU-3396_02aag_8StrategiesRobertMarzanoandJohnHattieAgreeOnR1V2.pdf [3] https://www.torsh.co/article/marzano-framework/ [4] https://keystoliteracy.com/offering/keys-to-early-writing/

    Strategy Category:

    		Data-Informed Instruction

    Associated Root Causes:

    Population Growth: During the past 5 years the minority and FRL population has grown at CRE. Prior to 2022 Cedar Ridge did not have any students in the FRL category. Since then the population of FRL has grown. This growth has introduced students who may require different supports and instructional strategies.

    Data Analysis: This year teams will be meeting bi-monthly in PLC grade level groups to examine student data, share effective strategies and share in the instruction and growth of our students.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Kids below grade level will boost their IReady scores to-or above grade level

    		School Leaders and teachers will be actively monitoring students performance.

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    a05PU000003UUWn
    		10/14/2024
    05/30/2025     		Andrew Maez, Sarah Pecoraro
    a05PU000003UUWo
    		10/14/2024
    05/30/2025     		Andrew Maez, Sarah Pecoraro
    a05PU000003UUWp
    		10/21/2024
    05/30/2025     		Classroom Teacher

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : ELA Achievement

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: At the end of the 2024-2025 school year CRE will have an increase the number of students who score Met or Exceeded on CMAS ELA assessment. 3rd Grade 52% of students; 4th Grade 52% of students; 5th Grade 52% of students
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Math Growth

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: At the end of the 2024-2025 school year CRE will have an increase the number of students who score Met or Exceeded on CMAS Math assessment; 3rd Grade 50% of students, 4th Grade 60% of students, 5th Grade 55% of students.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Attachments List

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