Colorado's Unified Improvement Plan for Schools

James Madison STEAM Academy 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
  • Strengthen Tier 1 ELA through quality grade level instruction
    		•
  • Lack of Quality On -Grade Level Tier 1 Instruction
  • Limited Structure for Professional Learning Communities
    		•
  • Strengthen Tier 1 instruction through high quality grade level instruction
    		•
  • Strengthen Tier 1 Math through quality grade level instruction
    		•
  • Lack of Quality On -Grade Level Tier 1 Instruction
    		•
  • Strengthen Tier 1 instruction through high quality grade level instruction
    		•
  • Create a safe, engaging, and inclusive learning environment.
    		•
  • Lack of classroom routines and expectations that maximize instructional time
    		•
  • Create a safe, engaging, and inclusive learning environment.
    		•


    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


    James Madison STEAM Academy was founded in the Fall of 2023. Our mission is to inspire our 21st Century Learners to pursue their unlimited potential and fulfill their dreams. What was once Madison Elementary School has become a PreK-8 school. We are gradually increasing our growth from PreK-7 this year, to adding 8th grade in the upcoming 2025/2026 academic year. James Madison STEAM Academy is a Title 1 school that serves over 700 students speaking 15 different languages. 91% of our students are free and reduced lunch eligible and 88% of our student body are minority students. We offer the traditional elective programs of Art, Music and PE to K-5 students. In addition to these electives, we also offer STEAM opportunities by use of a SmartLab. Grades 6th-8th participate in band, art, fitness & dance, and robotics & engineering as their main electives and a separate STEAM course is assigned to each student where they engage in STEAM activities/projects, many that are student led. James Madison STEAM Academy also houses a special education Moderate Affective Behavior (MAB) program for elementary students. Through this program, our students learn appropriate academic and social behaviors that help them be successful in the classroom as well as in the community. James Madison STEAM Academy has a strong focus on supporting SEL needs. Our elementary students participate in Second Step SEL curriculum and middle school students participate in the 7 Mindsets. In addition, we use Restorative Justice practices as well as PBIS as part of our response to behavior systems.

    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

    Over the last three years, the performance levels for students at James Madison STEAM Academy has decreased in almost every area. When taking a look at our behavior data, it is evident that the lack of instructional systems that were in place for students within the classroom had a significant impact on their ability to access quality instruction. We have gone from 154 behavior referrals in 2021-2022 to 179 referrals in 2022-2023 to 515 referrals in the 2023-2024 academic year. Of those 515 referrals, 285 of them resulted in either an in school or out of school suspension.


    In literacy, in grades K-3rd, 57% of students scored at benchmark or above on DIBELS in Spring 2024. This compares to 62% of students scoring at benchmark or above in Spring 2023. In NWEA, the average achievement percentile was only at 23% for grades 2nd-6th in Spring 2024. This compares to 36% achievement percentile in Spring 2023. In CMAS ELA, 12% of 3rd grade students met and exceeded expectations in 2024 compared to 17% in 2023; 7% of 4th grade students met and exceeded expectations in 2024 compared to 21% in 2023; 27% of 5th grade students met and exceeded expectations in 2024 compared to 35% in 2023.


    Likewise, the number of students who have been identified as having a Severe Reading Deficiency and have been put on a READ Plan has increased steadily over the last three years. In spring 2022, 109 students had a READ Plan. In spring 2023, 125 students had a READ Plan. In spring 2024, 156 students had a READ plan.


    In math, we are also seeing similar patterns of decreasing academic achievement. In NWEA, the average achievement percentile was 20% in Spring 2024. This compares to 32% achievement percentile in Spring 2023. In CMAS Math, 10% of 3rd grade students met and exceeded expectations in 2024 compared to 11% in 2023; 8% of 4th grade students met and exceeded expectations in 2024 compared to 11% in 2023; 15% of 5th grade students met and exceeded expectations in 2024 compared to 28% in 2023.


    The decision was made to focus on strengthening our systems and routines to re-prioritize Tier 1 instruction while building a culture where students feel valued and welcomed as members of our learning community.

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Strengthen Tier 1 ELA through quality grade level instruction

    Area of Focus: English/Language Arts achievement


    Root Cause: Lack of Quality On -Grade Level Tier 1 Instruction

    Teacher lessons have not been intentionally planned to meet grade level standards through a quality standards-based objective, success criteria, independent reading/writing opportunities, and formative assessment.

    Root Cause Category: Instruction

    Root Cause: Limited Structure for Professional Learning Communities

    Teachers have not had enough time to engage with their curriculum and use PLCs for backward planning for high leverage instructional practices, unpacking of standards, and frequently analyzing student data to guide instruction.

    Root Cause Category: Data Analysis


    Priority Performance Challenge:  Strengthen Tier 1 Math through quality grade level instruction

    Area of Focus: Math achievement


    Root Cause: Lack of Quality On -Grade Level Tier 1 Instruction

    Teacher lessons have not been intentionally planned to meet grade level standards through a quality standards-based objective, success criteria, independent reading/writing opportunities, and formative assessment.

    Root Cause Category: Instruction


    Priority Performance Challenge:  Create a safe, engaging, and inclusive learning environment.

    Area of Focus: School/District Culture


    Root Cause: Lack of classroom routines and expectations that maximize instructional time

    Teachers have had inconsistent expectations for student learning behaviors, particularly when working with students that come from trauma. Teachers have not focused on building community with their students. Teachers need to continue developing their attentiveness and pacing in regard to tight transitions, they must provide positive reinforcement and belief in their students, and use social emotional lessons to teach appropriate behaviors.

    Root Cause Category: Social-Emotional/Trauma-Informed

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Strengthen Tier 1 instruction through high quality grade level instruction

    Describe the research/evidence base supporting the strategy:

    		This major improvement strategy was initially selected by a team of teachers that attended the Leadership Institute. Through the Leadership Institute, teachers learned the impact that professional learning communities could have on raising achievement data. Teachers also reflected on an unintentional habit of lowering the rigor of lessons to help students feel successful. It was then determined that JMSA needed to make changes to Tier 1 instruction along with consistency within PLCs to forge a high impact on student learning.

    Strategy Category:

    		Research-based Instructional Practices

    Associated Root Causes:

    Lack of Quality On -Grade Level Tier 1 Instruction: Teacher lessons have not been intentionally planned to meet grade level standards through a quality standards-based objective, success criteria, independent reading/writing opportunities, and formative assessment.

    Limited Structure for Professional Learning Communities: Teachers have not had enough time to engage with their curriculum and use PLCs for backward planning for high leverage instructional practices, unpacking of standards, and frequently analyzing student data to guide instruction.

    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
    > >

    Create a safe, engaging, and inclusive learning environment.

    Describe the research/evidence base supporting the strategy:

    		This major improvement strategy is centered around John Hattie's work on collective teacher efficacy. Hattie describes that the collective belief of a group of educators to positively impact students can have a direct correlation with student achievement. Although our teachers have been familiar with PBIS and restorative justice practices, we have lacked consistency in implementation. Teachers have also struggled handling big behaviors that are often exhibited from students that come from trauma. The purpose of this major improvement strategy is to empower teachers with tools that can be used to keep the focus on learning and less on classroom management and discipline.

    Strategy Category:

    		School or District Climate and Culture

    Associated Root Causes:

    Lack of classroom routines and expectations that maximize instructional time: Teachers have had inconsistent expectations for student learning behaviors, particularly when working with students that come from trauma. Teachers have not focused on building community with their students. Teachers need to continue developing their attentiveness and pacing in regard to tight transitions, they must provide positive reinforcement and belief in their students, and use social emotional lessons to teach appropriate behaviors.

    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 : Strengthen Tier 1 ELA through quality grade level instruction

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: The median growth percentile for all students on CMAS ELA will meet or exceed the 42nd percentile.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Strengthen Tier 1 Math through quality grade level instruction

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: The median growth percentile for all students will meet or exceed the 49th percentile for CMAS math.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Priority Performance Challenge : Create a safe, engaging, and inclusive learning environment.

    Performance Indicator:

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2024-2025: By spring 2025, the number of suspensions will decrease by 40% from the previous year.
    2025-2026:

    INTERIM MEASURES FOR 2024-2025:

    Attachments List

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