Colorado's Unified Improvement Plan for Schools

Heiman 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 achievement in math
    		•
  • Math fluency gaps
    		•
  • Shift from a system of teaching to a system of learning
  • Managing student conduct
    		•
  • Student achievement in ELA
    		•
  • Lack of rigorous instruction at tier 1
    		•
  • Shift from a system of teaching to a system of learning
  • Managing student conduct
    		•
  • Decrease READ plans
    		•
  • Teacher expertise with foundational literacy skills
    		•
  • Shift from a system of teaching to a system of learning
    		•


    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


    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

    Math Achievement

    We are far away from meeting our district’s achievement goal of having 75% of our students at a level 3, 4 or 5 on CMAS. In 2023 the gap for 3rd was 34%, 4th was 43% and 5th was 19%. In 2024 the gap for 3rd was 23%, 4th was 37% and 5th was 26%. Overall achievement is a concern, and the downward trend since the pandemic will need to be overcome.

    Math Achievement based on CMAS (mean scale score/percentile rank)


    2016

    2017

    2018

    2019

    2021*

    2022

    2023

    2024

    ALL

    729.4

    725.5

    730.6/40

    731.5/42

    708 (4th grade only)

    716.2/10

    718.4/13

    722.9/23


    2024 CMAS Math data 


    % approaching (level 3)

    % met or exceeded (level 4 and 5)

    % at level 3, 4 or 5

    Heiman 3rd grade

    26

    26

    52

    Heiman 4th grade

    26

    12

    38

    Heiman 5th grade

    25

    24

    49



    NWEA EOY Math achievement percentile:

    2024: 34

    2023: 32

    2022: 29


    ELA Performance

    We are far away from meeting our district’s achievement goal of having 75% of our students at a level 3, 4 or 5 on CMAS. In 2023, the gap for 3rd was 38%, 4th grade gap was 27% and 5th grade gap was 6%. In 2024 the gap for 3rd was 33%, 4th grade gap was 43% and 5th grade gap was 10%. Overall achievement is a concern, and we are just beginning to see an improvement since the pandemic. 5th grade is progressing faster than the other grades.

    ELA Achievement based on CMAS (mean scale score/percentile rank)


    2016

    2017

    2018

    2019

    2021*

    2022

    2023

    2024

    ALL

    729.5

    726

    734/37

    730.7/30

    719 (3rd and 5th only)

    718.6/8

    720.9/11

    718.8/8

    2024 CMAS ELA data 


    % approaching (level 3)

    % met or exceeded (level 4 and 5)

    % at level 3, 4 or 5

    Heiman 3rd grade

    23

    19

    42

    Heiman 4th grade

    22

    10

    32

    Heiman 5th grade

    45

    20

    65


    NWEA EOY ELA achievement percentile:

    2024: 31

    2023: 33

    2022: 33


    READ Plan:

    The number of students on a READ plan is a growing subgroup at our school, 67% of the students on a READ plan are also Hispanic, 71.4% of students who have a READ plan are also in the FARM subgroup. Additionally the percent of students that were exited from a READ plan in 2022 is half of what it was in 2017. We believe this is an issue that was addressed by looking at the alignment and processes of Tier 2 interventions in literacy in the 22-23 school year. We will continue this for the 24-25 school year and add in the high leverage practice of monthly goal setting with students. Additionally, by addressing this concern we can also impact overall student achievement at our school. Our data shows that as students move up in the grades, a smaller percentage of them are exited from READ plans, this is an issue that we really need to impact in K-2 by not adding new students at those grades. This will be addressed through our goal of being well above average growth on Amplify for students at the intensive level.



    2018 % of students Exited from READ Plan2018-2019 Total students on READ Plan EOY2019 % of students Exited from READ Plan2020-21 Total students on READ Plan BOY2021-22 Total students on READ Plan EOY2022 % of students Exited from READ Plan2022-23 Total students on READ Plan EOY2023 % of students Exited from READ Plan2023-24 Total students on READ Plan EOY2024 % of students Exited from READ Plan
    K17%190317200%220%
    1st7%3162333349%1937%
    2nd21%3291049408%3821%
    3rd23%2901274613%3811%
    4th0%1602918250%398%
    School13.60%12712%661447%16517%15616%

    Student and Staff Surveys

    Our student surveys show that areas where we focus on and do direct instruction around, show improvement. Last year our focus was on emotional regulation and coping strategies students have to regulate even when others around them are not. Therefore this year we will focus on self-management strategies. Our staff data through CDE shows a 55% favorable response to ''students have behavioral supports needed for learning and 44% favorable to ''rules to student behavior are enforced in a consistent manner. Our students attendance rate is improving, not yet at our goal of 95%, but at around 92% we are one of the highest in the district. We have our students coming to school so now it is about the instruction we provide while they are there.

    Student Panorama survey results:


    2019-20

    2020-21

    2021-22

    2022-23

    2023-24

    Social Awareness

    68%

    67%

    68%

    70%

    79%

    Self-management

    65%

    65%

    64%

    68%

    65%

    Grit (self-efficacy)

    59%

    51%

    52%

    58%

    55%

    Emotional Regulation

    49%

    49%

    45%

    46%

    51%

    Classroom Community

    79%

    85%

    76%

    77%

    78%

    Student Learning/Rigorous Expectations

    76% (Strength)

    80%

    72%

    75%

    74%

    Classroom Management

    62%

    72%

    Not assessed

    Not assessed


    Student Centered Environment

    58%

    (opportunity)

    68%

    73%

    74%

    77%

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Student achievement in math

    Area of Focus: Math achievement


    Root Cause: Math fluency gaps

    Students lack basic understanding in the areas of number sense and place value. This results in difficulties with problem solving and fluently performing operations in the intermediate grades. We have found inconsistent teaching practices where teachers are teaching strategies from previous resources that aren't supported or aligned to our current resource or grade-level rigor.

    Root Cause Category: Instruction


    Priority Performance Challenge:  Student achievement in ELA

    Area of Focus: English/Language Arts achievement


    Root Cause: Lack of rigorous instruction at tier 1

    We are beginning to see the gap close in grades K-3 in foundational reading skills, however over time due to lower skills, teachers scaffolded instruction too much and students did not grapple with rigorous texts and concepts. We have had a resource with rigorous and engaging text for one year which is not enough time to yet see an impact on student results and teachers are still learning how to release the responsibility to students.

    Root Cause Category: Instruction


    Priority Performance Challenge:  Decrease READ plans

    Area of Focus: Early literacy


    Root Cause: Teacher expertise with foundational literacy skills

    While we were able to exit students from READ plans in grades 1-5 this year, however we added several new students in Kindergarten at the end of the year. We have to decrease numbers of students intensive on DIBELS at a higher rate.

    Root Cause Category: Instruction

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Shift from a system of teaching to a system of learning

    Describe the research/evidence base supporting the strategy:

    		As part of our district leadership institute over the summer, we re-focused our approaches on the meta analysis work done by John Hattie. Within his list of strategies with the highest impact are: teacher estimates of achievement, collective teacher efficacy, student confidence/efficacy and self-reported grades, and cognitive task analysis. We built our MIS off of these strategies to include PLCs, task analysis of math priority standards, student goal setting and student reporting (accountability) of their progress with families.

    Strategy Category:

    		Data-Informed Instruction

    Associated Root Causes:

    Math fluency gaps: Students lack basic understanding in the areas of number sense and place value. This results in difficulties with problem solving and fluently performing operations in the intermediate grades. We have found inconsistent teaching practices where teachers are teaching strategies from previous resources that aren't supported or aligned to our current resource or grade-level rigor.

    Lack of rigorous instruction at tier 1: We are beginning to see the gap close in grades K-3 in foundational reading skills, however over time due to lower skills, teachers scaffolded instruction too much and students did not grapple with rigorous texts and concepts. We have had a resource with rigorous and engaging text for one year which is not enough time to yet see an impact on student results and teachers are still learning how to release the responsibility to students.

    Teacher expertise with foundational literacy skills: While we were able to exit students from READ plans in grades 1-5 this year, however we added several new students in Kindergarten at the end of the year. We have to decrease numbers of students intensive on DIBELS at a higher rate.

    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
    > >

    Managing student conduct

    Describe the research/evidence base supporting the strategy:

    		We have utilized our feedback from staff and students on the CDE Teacher survey and the Panorama Survey that indicates a need for quick and predictable responses to behaviors and a need for students to obtain more strategies around self-management.

    Strategy Category:

    		School or District Climate and Culture

    Associated Root Causes:

    Math fluency gaps: Students lack basic understanding in the areas of number sense and place value. This results in difficulties with problem solving and fluently performing operations in the intermediate grades. We have found inconsistent teaching practices where teachers are teaching strategies from previous resources that aren't supported or aligned to our current resource or grade-level rigor.

    Lack of rigorous instruction at tier 1: We are beginning to see the gap close in grades K-3 in foundational reading skills, however over time due to lower skills, teachers scaffolded instruction too much and students did not grapple with rigorous texts and concepts. We have had a resource with rigorous and engaging text for one year which is not enough time to yet see an impact on student results and teachers are still learning how to release the responsibility to students.

    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 achievement in math

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: 20th percentile
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Student achievement in ELA

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: 17th percentile
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Decrease READ plans

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: 20% or more students on a READ plan are exited
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

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