Colorado's Unified Improvement Plan for Schools

Pioneer 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
  • Social-Emotional Learning
  • Social/Emotional Learning
  • Social/Emotional Learning
  • Family and Community Engagement
  • Family and Community Engagement
  • Family and Community Engagement
  • Instructional Collaboration
  • Colorado Academic Standards
  • Reading Intervention
  • Instructional Collaboration


  • 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



    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

    Pioneer Ridge Elementary is located in a growing community. Pioneer Ridge has 526 students enrolled. This school serves students in Kindergarten through 5th Grade and has a  Center-Based Special Education Program for students with signifigant support needs, and two resources special education teachers.

    The school administrative team is in their fourth year togetehr and added an Instructional Dean position for the 2024-2025 school year. 

    The following teams/roles have been established to better meet the needs of all students and to support the direction of the district:
    MTSS Coordinator for Pioneer Ridge Elementary - oversees and supports all MTSS Teams
    RtI Team - Meets to discuss academic concerns and providing appropriate interventions for struggling students
    PBIS Team - Meets to discuss school-wide behavior support, as well as processes to support individual students
    FSCP Team - This school team works with the district team to form a strong Family, School, and Community Partnership.
    Wellness Team - This team works to meet the health and wellness needs of the staff and students.
    Leadership Team - Meets every other week to discuss various topics, gather feedback and make decisions that impact the school. There is a member of each grade level, specials team, and special education on the Leadership Team.
    Collaboration Team - This team is facilitated by a 3rd and 5th Grade Teacher. The collaboration team support professioanl learing by coordinating staff-wide converstaitons to create vertical alignment. 

    We have 46 English Language Learners, 21 students officially identified as Gifted and Talented, and 100 students who have active READ Plans.  Our number of studnets with READ Plans has decreased while our overall enrollment increased. . Our students are predominantly white.   Approximately 25% are identified as Hispanic, 5% Asian, 2.5% African American.
    Our Attendance Rate was approximately 94% for the last school year, up from 92% prior. Our population is predominantly middle to upper middle class with 25% of our students receiving free or reduced lunches, up from 10%. In addition, the percent of students who have an IEP for Special Education Services is 10%, specifically we have 7 students who receive support from our Center-Based programs and 45 students who receive support from our Resource program. This amount does not include students who have IEPs for Speech/Language services only.

    Parents are very interested in helping their children be successful in school. Our PTO helps to provide many items for our classrooms to give our students every opportunity to be successful.
     

    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).

    Last year, our Freed/Reduced-Lunch Eligible students were in the 24th percentile in CMAS ELA and the 42nd percentile in CMAS Math.  Students with disabilities rose to the 13th percentile in Math and the 2nd percentile in ELA.
    Students with Disabilities were in the approaching category for growth in ELA and did not meet for math (we were at 29.5 MGP and needed 35 MGP).
    Overall, math and ELA were met for achievement for the school.
    Teachers continue to use data to inform instruction, and we will begin a new Teaming process this year. 
    Last year we had two evening events for families: Turkey Bingo and LIteracy Night, and 4+ opportunities during the day for specific events connected to learning. 

     


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

    This year, we will focus on Teaming, which supports student growth and achievement directly in relationship to the standards of each grade. 

    Current Performance

    Academic Achievement
    ELA
    All Students - Meets
    Free/Reduced Lunch Eligible - Approaching
    Minority Students - Approaching
    Students with Disabilities - Does Not Meet
    MATH
    All Students - Meets
    Free/Reduced Lunch Eligible - Approaching
    Minority Students - Approaching
    Students with Disabilities - Does Not Meet
    Science
    All Students-Approaching
    Free/Reduced Lunch Eligible - Approaching
    Minority Students - Approaching
    Students with Disabilities - Does Not Meet
    Academic Growth
    ELA
    All Students - Approaching
    Free/Reduced Lunch Eligible - Approaching
    Minority Students - Does Not Meet
    Students with Disabilities - Approaching
    MATH
    All Students - Approaching
    Free/Reduced Lunch Eligible - Approaching
    Minority Students - Approaching
    Students with Disabilities - Does Not Meet


    Overall, our school has made gains over the last three years, especially in the area of achievement. Our percentile ranks increased from the prior year in all areas except Free/Reduced meal eligible students in ELA, which went down by one point.   Minority students increased by at least 10 points of percentile rank in ELA and Math, and Students with disabilities increased by 12 percentile points in Math.

    In growth, we had enough students with disabilities to get data on the subcategory for the first time.  

    Our school has swung between the Improvement Plan and Performance Plan for the last six cycles, excluding when COVID-19 caused the 2019 rankings to carry forward. Inside that swing, the improvement and performance plan points earned are consistently rising. 
     

    Trend Analysis

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

    There is a slight decreasing trend in ELA (3rd Grade 2021-52.5%, 2022-28%, 2023 42.3%, 2024 43.8%; 4th Grade 2021-N/A, 2022-47.5%, 2023 37.5%, 2024 39.5%; and 5th Grade 2021-36.8%, 2022-43.1%, 2023 53.2%, 2024 34.8%. The overall rating for students for ELA meets expectations, and 44.3% of overall achievement meet/exceeding expectations.
    Trend Direction: Increasing
    Performance Indicator Target: Academic Achievement (Status)

    There is an overall increasing trend in math (3rd Grade 2021-N/A, 2022-34.3%, 2023-39.4%, 2024-46.9% 4th Grade 2021-27%, 2022-33.8%, 2023 29.2%, 2024 35.3% 5th Grade 2021-33%, 2022-33.8%, 2023-31.7%, 2024 31.4%), the overall score in Math Achievement moved from 33.7% in 2022 to 37.8% in 2024
    Trend Direction: Increasing
    Performance Indicator Target: Academic Growth

    Our District uses NWEA MAPS testing. The data shows growth in all grades that outpaced projected growth in reading and math. MCGP K-5 Math-65.6 MCGP K-5 Reading-63.1

    Additional Trend Information:


    DIBELS -K-5 at or above benchmark  2020-2021 66%, 2021-2022 58%, 2022-2023 66%, 2023-2024-67%

    NWEA BOY, EOY RIT Score Trends 
    2020-2021-
    Reading
    K-150.6 to 157
    1-158.1 to 175.2
    2- 168.7 to 185.9
    3- 184.4 to 195.2
    4- 196.4 to 205.9
    5- 203.4 to 208.8
    Math
    K- 153.4 to 161.9
    1- 162.1 to 182.5
    2- 169.6 to 186.3
    3- 184.6 to 198.8
    4- 197.3 to 211.3
    5- 207.5 to 214.5
    NWEA BOY to EOY Score Trends 2021-2022
    Reading
    K- 139.6 to 155.9
    1- 155.0 to 170.9
    2- 165.2 to 189.4
    3- 181.9 to 195.4
    4- 195.5 to 206.5
    5- 202.8 to 211.8
    Math
    K- 144.7 to 161.2
    1- 158.3 to 179.9
    2- 170.2 to 190.6
    3- 183.1 to 199.8
    4 197.2 to 210.8
    5 208.1 to 217.7
    NWEA BOY to EOY Score Trends 2022-2023
    Reading
    K-138.2 to 153.2
    1-154.5 to 176
    2-167.9 to 188.7
    3-183.6 to 198.2
    4-194.2 to 204.7
    5-207.1 to 214.1
    Math 
    K 142.3 to 159.2
    1-159.4 to 182
    2-173 to 192
    3-186 to 201.9
    4-195.4 to 208.2
    5- 209.5to 217.4
    NWEA BOY to EOY Score Trends 2023-2024
    Reading
    K-140.4 to 156.7
    1-154.7 to 172.7
    2-170.7 to 189.5
    3-185.4 to 198.5
    4-195.9 to 206
    5-203.6 to 207.7
    Math
    K-144.8 to 162.1 
    1-162.1 to 181.4
    2-174.3 to 191.8
    3-187.1 to 202.7
    4-200.9 to 212.3
    5-207.5 to 214.4






     

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Social-Emotional Learning

    In order to improve achievement and growth for all students, including Students with Disabilities, we will incorporate Social/Emotional Learning and differentiation in all classrooms. Second Step curriculum for Social-Emotional Learning is being implemented across all grade levels and our school counselor is teaching lessons in all classrooms.


    Root Cause: Social/Emotional Learning

    There is a need for providing social/emotional learning for all students to be successful.


    Priority Performance Challenge:  Family and Community Engagement

    We must include our families and community members in order to be certain all students are achieving and growing as much as possible. We will continue family engagement in data conversations, with weekly newsletters, and engaging evening activities.


    Root Cause: Family and Community Engagement

    We must partner with our families and community members. Families are invited to be a part of their children's learning to be certain all students are experiencing success at our school. We will continue family engagement including data conversations, weekly newsletters, and activities during and outside the school day.


    Priority Performance Challenge:  Instructional Collaboration

    Our teachers will continue implementation of the 2020 Colorado Academic Standards using the Teaming process to unpack a standard, design a task to determine student proficiency, design instruction, and analyze the impact of their instruction.


    Root Cause: Colorado Academic Standards

    Our teachers continue to use the 2020 Colorado Academic Standards as our instructional foundation and will engage with a teaming protocol.

    Root Cause Category: Instruction

    Root Cause: Reading Intervention

    Our students who qualify for READ Plans, or who are struggling readers, access targeted intervention (including but not limited to SIPPS) from our Reading Interventionists. Reading Intervention focuses on K-2 early intervention and filling basic reading needs at grades 3-5.


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

     

     

    How were the Root Causes were selected and verified:

    Rationale for Social Emotional Learning (SEL)

    Social Emotional Learning (SEL) is a fundamental component of education that focuses on the development of essential life skills. It encompasses the processes through which individuals learn to recognize and manage their emotions, establish positive relationships, make responsible decisions, and handle challenging situations effectively.

    1. Enhances Academic Performance: Research shows that SEL programs contribute to improved academic outcomes. Students who develop social and emotional skills tend to have better focus, higher grades, and increased motivation to learn.
    2. Promotes Positive Behavior: SEL encourages the development of empathy, self-regulation, and interpersonal skills, which help reduce behavioral issues in the classroom. This creates a more conducive learning environment for all students.
    3. Fosters Resilience: By teaching students how to cope with stress and adversity, SEL equips them with the tools they need to navigate life's challenges, enhancing their ability to bounce back from setbacks.
    4. Builds Stronger Relationships: SEL nurtures skills such as communication, teamwork, and conflict resolution, which are vital for building healthy relationships with peers, teachers, and family members.
    5. Supports Mental Health: SEL initiatives can play a crucial role in promoting mental well-being among students by reducing anxiety, depression, and other mental health challenges.
    6. Prepares for Future Success: In today's complex world, the ability to collaborate, communicate effectively, and solve problems is essential. SEL prepares students for success in their future careers and civic life.

    Rationale for Teachers Studying Academic Standards

    Understanding and studying academic standards is essential for teachers to effectively guide their students' educational journey. These standards provide a framework that outlines the knowledge and skills students are expected to acquire at each grade level. Here are several key reasons why teachers should prioritize studying academic standards:

    1. Guidance for Instruction: Academic standards serve as a roadmap for curriculum development and instructional planning. They help teachers align their lesson plans with specific learning goals, ensuring that instruction is purposeful and focused.
    2. Ensures Consistency: By adhering to established academic standards, teachers can maintain consistency in what is taught across different classrooms and schools. This uniformity helps ensure that all students, regardless of their location, receive a comparable quality of education.
    3. Enhances Student Learning: Familiarity with academic standards allows teachers to develop assessments that accurately measure student understanding and progress. This, in turn, leads to targeted interventions for students who may be struggling, thus enhancing overall learning outcomes.
    4. Facilitates Collaboration: When teachers are well-versed in academic standards, they can collaborate more effectively with colleagues. This shared understanding fosters teamwork in developing interdisciplinary lessons and sharing best practices.
    5. Promotes Accountability: Knowledge of academic standards helps teachers understand the expectations for student performance. This awareness supports accountability in ensuring that students meet required benchmarks and prepares them for future academic challenges.
    6. Informs Professional Development: Engaging with academic standards allows teachers to identify areas for their own professional growth. This can lead to targeted professional development opportunities that enhance their teaching practices and foster a culture of continuous improvement.
    7. Supports Parental Involvement: When teachers understand academic standards, they can effectively communicate learning objectives and expectations to parents. This transparency encourages parental involvement in their children's education and fosters a supportive learning environment at home.

    Rationale for Family and Community Engagement in Schools

    Engaging families and communities in the educational process is vital for creating a supportive and effective learning environment for students. This collaboration enhances the educational experience and fosters a sense of belonging and partnership among all stakeholders. Here are several key reasons why family and community engagement is essential in schools:

    1. Improves Student Achievement: Research consistently shows that students whose families are actively involved in their education perform better academically. Engagement fosters higher attendance rates, improved grades, and increased motivation to learn.
    2. Strengthens Relationships: Building strong partnerships between schools, families, and communities creates a network of support for students. These relationships encourage open communication, trust, and collaboration, which are crucial for addressing student needs.
    3. Enhances Social and Emotional Well-Being: When families and communities are engaged, students feel more connected to their school environment. This sense of belonging can lead to improved mental health, reduced anxiety, and enhanced social skills.
    4. Encourages Cultural Awareness: Engaging with families and communities allows schools to recognize and celebrate the diverse backgrounds and cultures of their students. This inclusivity fosters a richer learning environment and prepares students for a global society.
    5. Promotes Life Skills Development: Family and community involvement provides opportunities for students to develop essential life skills, such as teamwork, communication, and problem-solving. These skills are cultivated through participation in community events, mentorship programs, and collaborative projects.
    6. Increases Resources and Support: When schools engage families and communities, they can tap into local resources, expertise, and support systems. This collaboration can lead to enhanced programs, extracurricular activities, and additional opportunities for student learning.
    7. Fosters Shared Responsibility: Engaging families and communities in education promotes a shared sense of responsibility for student success. This collective commitment encourages all stakeholders to work together to support student learning and development.
    Informs School Improvement: Feedback from families and community members can provide valuable insights into the needs and expectations of students. This information can guide school improvement efforts and ensure that educational practices are aligned with community values.

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    >

    Social/Emotional Learning

    What will success look like:

    Social/Emotional Learning strategies will be incorporated in all classrooms. Our school counselor will be doing lessons in each classroom on a regular basis to support the social/emotional learning for all students.

    Describe the research/evidence base supporting the strategy:

    There is a great deal of research supporting the need for developing kindness, acceptance, perseverance, problem-solving strategies, and a growth mind-set in order to help students be successful in all of their endeavors. To support this happening for all students, our Special Education Staff and General Education Teachers will be working collaboratively to help our students learn and grow. Carol Dweck's work on growth mindset will continue to be a focus.

    Associated Root Causes:

    Social/Emotional Learning: There is a need for providing social/emotional learning for all students to be successful.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Social Emotional Learning Teachers will teach one Second Step Lesson each week and conduct connection circles with students.
    05/21/2025
    Social/Emotional Learning School Counselor will be doing lessons on a regular basis to support social/emotional learning for all students. 09/03/2024
    05/12/2025
    Weekly
    School Counselor and Classroom Teachers
    Culture of Care We will have a Culture of Care/Restorative Practices team trained to lead our staff in implemnting restrative circles and creating next steps for our school. 09/09/2024
    11/12/2024
    School Counselor, Assistant Principal, Teachers, Instructional Dean
    Trauma Informed Professional Learning North Range Behavioral Health will partner with our school to build capacity in responding to students who have experianced trauma. 10/11/2024
    02/03/2025
    All Staff

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Social/Emotional Learning
    Administration will track data on completion of Second Step Lessons. 09/03/2024
    05/12/2025
    Second Step Digital Platform Administration, faculty In Progress
    >

    Family and Community Engagement

    What will success look like:

    All staff will be working to partner with families to help students be successful. Parents will continue to be an important part of our MTSS process. Community members will be given opportunities to be involved in our school.

    Describe the research/evidence base supporting the strategy:

    Research supports the importance of family engagement to give students the best chance to be successful. Our district is encouraging involvement and engagement by all family members, as well as community members from our town to be a part of our schools. The MTSS Gold Standard for Family Engagement including Welcoming All Families, Communicating Effectively, Supporting Student Success, Speaking Up for Every Child, Sharing Power, Collaborating with Community, and Dual Capacity-Building are the focus for this improvement strategy.

    Associated Root Causes:

    Family and Community Engagement: We must partner with our families and community members. Families are invited to be a part of their children's learning to be certain all students are experiencing success at our school. We will continue family engagement including data conversations, weekly newsletters, and activities during and outside the school day.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    FSCP Schoo/District Team PRE's FSCP team will be involved in providing opportunities for families to be involved in our school. 09/04/2024
    05/13/2025
    Monthly
    School Assistanat Principal, 5 Staff Members
    RtI Team The RtI Team will ensure parents are involved in the MTSS process to give all students the opportunity to be successful. 09/04/2024
    05/13/2025
    Weekly
    RtI Team
    Parent Involvement and Engagement Parents will have multiple opportunities to be involved and engaged in what is happening with their children. 09/04/2024
    05/13/2025
    School/District FSCP Team, School Principal
    Wellness Team Family Opportunities The PRE Wellness Team will provide Families with opportunties to engage in fitness actvities with their students. 09/04/2024
    05/13/2025
    Quarterly
    PRE Wellness Team, School Principal, Community Partners

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    School/District FSCP Team
    The School/District FSCP Team will plan for opportunities for family involvement and engagement. These opportunities will include Turkey Bingo, Literacy Night, and will encourage opportunities for families to engage with their student's learning such as author's tea, campfire stories, wax museum, and panasonic projects. 09/04/2024
    05/13/2025
    School, Authors, Community resources School/District FSCP Team, Counselor School Principal, Other staff members In Progress
    Family Fitness Opportunties
    The PRE Wellness Team will provide Opportunities for families to engage in fitness including walk/roll to school day, and the 5210 challenge. 09/04/2024
    05/13/2025
    PRE Wellness Team, School Principal, Community Partners, PE Teacher, In Progress
    RtI Team
    The RtI Team will continue to include parents in meetings and determining next steps for their children. Parents will be involved in providing information about their children and ways they can partner with the school to make certain their children are successful. 09/04/2024
    05/13/2025
    Documented interventions, MTSS Process, RtI Team Meetings RtI Team In Progress
    > >

    Instructional Collaboration

    What will success look like:

    All teachers will continue the implementation of the 2020 Colorado Academic Standards. All staff will be involved in using a standard protocol to examine standards, assess students' proficiency in the standard, design instruction, and assess the impact of their instruction.

    Describe the research/evidence base supporting the strategy:

    For each student to be able to grow the expected amount each year, we need to provide the best instruction possible, use the available data, and meet students where they are in our classrooms. Students should be given every opportunity to grow through reteaching, multiple ways to show what they are learning, expanding their thinking, and individual goal-setting and process-monitoring.

    Strategy Category:

    Research-based Instructional Practices

    Associated Root Causes:

    Colorado Academic Standards: Our teachers continue to use the 2020 Colorado Academic Standards as our instructional foundation and will engage with a teaming protocol.

    Reading Intervention: Our students who qualify for READ Plans, or who are struggling readers, access targeted intervention (including but not limited to SIPPS) from our Reading Interventionists. Reading Intervention focuses on K-2 early intervention and filling basic reading needs at grades 3-5.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Differentiation Teachers wil use intentional instructional grouping to respond to academic need. 09/02/2024
    05/15/2024
    General Education Teachers, Special Education Teachers, Interventionists Met
    Data Study Benchmark data will be examined after the BOY, MOY, and EOY assessments. 09/04/2024
    05/14/2025
    School Principal, Grade Level Teams, Special Education Teachers, Interventionists Met
    Instructional Teaming After a foundational training, teams will self-select an entry point to begin instructional teaming. 09/17/2024
    05/14/2025
    Monthly
    School Principal, All teachers Met

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    15 Day Logs
    Teachers will determine students to specifically monitor data around growth/achievement across the year. 08/30/2024
    05/13/2025
    Teachers, Principal, Assistant Principal, Instructional Dean.
    Data Study
    At least after the BOY, MOY, and EOY benchmark assessments, each grade-level team will review student data. The teams will then use the information to make instructional decisions for classroom instruction and individual students. This process will be supported by administration and literacy leaders. 09/03/2024
    05/14/2025
    NWEA Scores, DIBELS Scores, Classroom Assessments School Principal, Grade Level Teams, literacy leaders. Complete
    Reading Intervention
    Our Interventionists use SIPPS to give students the foundational literacy skills they need to increase their reading ability. Our students on READ Plans are in small groups working with our Interventionists. 09/03/2024
    05/14/2025
    SIPPS Materials Interventionists Complete
    Teaming Foundational Training
    Teachers will engage in a foundational training prior to engaging in the Teaming protocols. 09/16/2024
    09/16/2024
    Teachers, Principal, Assistant Principal, Instructional Dean
    Early Intervention
    Our Interventionists are focusing on early intervention to make certain all students have the opportunity for success. 09/17/2024
    05/14/2025
    DIBELS Scores, SIPPS Materials Interventionists Complete
    Teaming Cycles
    Teams engage in teaming cycles of protocols (Clarity; Task Design; Evidence, Analysis, Action; and Impact). 09/23/2024
    05/14/2025
    Teachers, Principal, Assistant Principal, Instructional Dean

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : Social-Emotional Learning

    Performance Indicator:

    Student Engagement

    Measures / Metrics:

    Supplemental Measure(s)
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Students who do not identify an adult at school they connect with and/or indicate not having friendships on our beginning of the year counseling survey will show an 80% increase at the end of the year on the same survey.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Family and Community Engagement

    Performance Indicator:

    Student Engagement

    Measures / Metrics:

    Supplemental Measure(s)
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: We will cross-reference students who indicate a lack of connection to adults or peers at school with those participating in extracurricular opportunities through school and PTO-sponsored activities.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Instructional Collaboration

    Performance Indicator:

    Disaggregated Achievement

    Measures / Metrics:

    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Our students who are Free/Reduced-Price Lunch Eligible will move from 24% to 35% in CMAS ELA and from 42% to 50% in CMAS Math.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Performance Indicator:

    Disaggregated Achievement

    Measures / Metrics:

    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Our Students with Disabilities will move from the 13th to the 16th percentile in math, and to the 10th percentile in ELA.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Performance Indicator:

    Academic Growth

    Measures / Metrics:

    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: Our MGP for 2024-2025 for ELA and Math will be at or above the 50th percentile.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

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