Colorado's Unified Improvement Plan for Schools

Colorado Early Colleges Colorado Springs UIP 2023-24

      
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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
  • Low middle school growth in English language arts
    		•
  • Inconsistent teacher mentoring program
  • Absence of comprehensive English curriculum
    		•
  • Expand teacher mentoring program
  • Implement comprehensive middle school English curriculum
    		•
  • Increase in student behavior referrals
    		•
  • Undeveloped tiered referral system
  • Inconsistent tier 1 behavioral supports
    		•
  • Increase Tier 1 behavioral support
    		•


    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

    Unique to Colorado Early Colleges Colorado Springs (CECCS) is the fact that all students are afforded access to college coursework and credits during high school. CECCS's Mission Statement states ''All students, regardless of background or skill level, will have the opportunity to pursue a growth mindset that will allow them to achieve mastery and to demonstrate that they can succeed in school, in college, and in their chosen career. No exceptions. No excuses.'' CECCS serves students in 6th - 12th grade.  Additionally, Colorado Early Colleges established a Bill of Rights for students:

    Colorado Early Colleges Student’s Bill of Rights:
    Each student will have the following rights.
    1. Mastery of reading, writing and math skills that allows progress on to college credit courses without remediation.
    2. A high school experience that gives students access to 60 or more credit hours of college courses.
    3. Students will receive the assessments necessary to ensure their academic progress is successful.
    4. Each student will be given the opportunity to earn credit for an internship that corresponds to their area of vocational and educational interests.
    5. Guidance and advisory assistance that would include scholarship opportunities for post-secondary education endeavors.
    6. Students will succeed regardless of background, experience, ethnicity or sex.
    7. Students will have an Individual Career and Academic Plan (ICAP).
    8. Students will have access to a faculty advisor
    9. Students will be adequately prepared to pursue post-graduation instruction and life experiences.
    10. Students will be given character development activities.
    11. Students will be given the opportunity to participate in individualized physical exercise programs.
    12. Students will upon graduation receive a high school diploma in addition to college credit up to and including an Associate’s Degree.

    To ensure the fulfillment of our mission statement and Student Bill of Rights, CECCS has focused on ensuring consistency in our academic program, maintaining sustainability in our Academic Advising Department, and training for and retention of highly effective teachers. 

    CECCS has maintained a Performance rating since 2015. CECCS has concentrated efforts in aligning curriculum to ensure a rigorous high school and college prep program particularly in English Language Arts and Math and increasing professional development in instructional strategies and student engagement. Another concentrated effort for CECCS has been to ensure the Academic Advising Department has strong systems and procedures for accurate data tracking and document maintenance as it pertains to completion towards degrees, college credit hours earned, and post-secondary credentials earned. These improvements have led to sustainability in the department as well as an increase in the number of graduation achievements (Associate degree/60+ college credit hours/post-secondary credential) earned by students. In addition to our strong academic focus, CECCS recognizes the social and emotional needs of students and has an intentional Social Emotional Learning focus as we know that El Paso County in general has seen large rates of youth suicide and mental health issues. 

    Process for Data Analyses: The school Leadership Team, the School Accountability Committee, and Educational Support Staff reviewed the  UIP, the School Performance Framework data from the Colorado Department of Education, Accuplacer data, pass-fail rates of college preparatory courses and college level courses, attendance data, Gallup student Poll, Gallup Staff Poll, and Parent and Student surveys. A group comprised of the Head of School, the HS Academic Dean, MS Academic Dean, and Dean of Admissions compiled data and wrote the UIP draft.  The SAC meeting on Sept. 5th, 2023 reviewed the draft UIP.  The draft was shared with staff and the School Accountability Committee prior to submission to the Colorado Charter School Institute who had the opportunity to review the UIP throughout the school year to provide feedback on the data analysis and progress on Major Improvement Strategies.




     

    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).

      Prior year targets
    Professional learning communities: 80% (2021) and 90% (2022) of teachers will synthesize informal, formal, and school wide assessment data to determine their students proficiency, thus guiding reteaching and differentiated instruction. The performance indicator of ELL students receiving a 420 or higher on PSAT/SAT EBRW has too low of an N to report. 

    Social emotional learning: 80% (2021) and  90% (2022) of teachers will implement tier 1 social emotional learning instructional strategies in the classroom to create a safe, supportive and equitable learning environment for all students. The performance indicator was for student attendance to increase to 87%. CECCS did not meet this, and this was largely due to the pandemic and health protocols.

     


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

    Current Performance

    Overall, CECCS has a designation of ''Performance'' from the Colorado Department of Education and has earned the honor of Distinction from the Charter School Institute in the past and the school has continued to produce scores that place CECCS among the top quartile of all schools in Colorado. This level of school wide performance is resulting from continued upward trends across academic indicators and content areas for the past five years. The school continues to surpass the geographic district in achievement and growth across all subjects, boasting simultaneous increased service to traditionally under-served populations.
     

    CECCS Outcomes: 
    The following table presents performance data comparing CEC Colorado Springs high school’s existing high-quality outcomes with District 11, which serve as the basis for the expected outcomes for the CECCS campus. CECCS’s goal is to meet or exceed the scores and ratings achieved as compared to the local district: 

     

    Note: Data based on 2023 SPF, unless otherwise noted CEC-Colorado Springs 
    2023 Achievement Overall FRL Minority 
    PSAT Read/Write (Percentile) 7145 57 
    PSAT Math (Percentile) 5430 38 
    CMAS Science (Percentile) 6030 29 
        
    PSAT/SAT Read/Write (MGP) 4039 36 
    PSAT/SAT Math (MGP) 6061 60.5 
        
    SAT Read/Write (Score) 529.5 473.8 514.6 
    SAT Math (Score) 493.7417.5 476.3 
    Graduation Rate 92.590.5 94.2 
    Dropout Rate 2.5 6.0 2.8 
    Matriculation Rate 65.5  
     


    Academic Achievement: 
    While schools in Colorado have had accountability on pause, below is information on CECCS prior School Performance Framework ratings:
    2023 - Performance Plan
    2022 - Performance Plan
    2021- (SPF not issued due to Covid)
    2020- (SPF not issued due to Covid)
    2019 - Performance Plan
    2018 - Performance Plan
    2017 - Performance Plan
    2016 - Performance Plan
    Schools with a Performance Plan are meeting expectations on the majority of performance metrics.


    Mission Focused Student Outcomes:
    CECCS's goal and to meet Colorado's Early College legislation is that CECCS provides only a curriculum that is designed in a manner that ensures that a student who successfully completes the curriculum will have completed either an associate degree, 60 college credits, or a postsecondary credential. Our internal goal is that 100% of students reach this Achievement milestone and each year we move closer. 

    CECCS Graduate Achievements
    (An Achievement is an Associate degree, 60 college credits+, or an Industry Credential)
     Percent earning an achievement in 2022/23Percent earning an achievement in 2021/22Percent earning an achievement in 2020/21Percent earning an achievement in 2019/20Percent earning an achievement in 2018/19
    All100%100%98%78%54%
    Non-Minority100%100%97%81%55%
    Black and African American100%100%96%56%50%
    Hispanic/Latino100%100%94%64%38%
    Minority100%100%94%69%52%
    English Learners100%100%89%89%0%


    Industry Credentials/Certificates - Number of certificates earned per year by CECCS Students: 

     22-2321-2220-2119-20
    Number of certificates earned per year:1100707343189



    Post-Secondary and Workforce Readiness
    As an early college, our mission is to prepare students for success in college and in their chosen career, thus evaluating post-secondary success for our students was also important. Data from the Colorado Department of Higher Education which highlights that CECCS students are participating in concurrent enrollment at extremely high rates (over 80% of enrolled students in 2018 per CDPHE), performing well in college courses and earning double the college credits compared to other local districts (D11, D20, D49). 
     

    Colorado Department of Higher Education Data:  
     
    Postsecondary Outcomes: Graduates from a Colorado public high school who enrolled in a Colorado public postsecondary institution -
    Postsecondary Cumulative GPA:
     2020201920182017
    CECCS3.273.212.892.86
    CO Springs District 112.752.702.582.62
    Falcon District 492.902.722.852.83
    Academy District 203.072.882.872.95
     
    Postsecondary Outcomes: Graduates from a Colorado public high school who enrolled in a Colorado public postsecondary institution –
    Postsecondary Cumulative College Credit Hours
     2020201920182017
    CECCS69.869.968.464.4
    CO Springs District 1128.026.322.825.0
    Falcon District 4931.130.731.227.4
     
     
    Advanced Course Summary (2022-2023)
    Grade All students enrolled in a college course FRL enrolled in a college course Minority enrolled in a college courseELL enrolled in a college course
    954.62%40.90%36.53%22.22%
    1075.00%63.41%72.72%50.00%
    1188.97%80.64%84.48%72.72%
    1294.51%88.46%90.62%60.00%
      The Advanced Course Summer looks at the percent of students that are enrolled in a college level course. 


    Pikes Peak Business and Education Alliance: 
    The Pikes Peak Business and Education Alliance (PPBEA) is a public/private partnership located in the Pikes Peak region. Part of their mission is to  work with the K-12 education system to help solve chronic talent supply and demand shortages in high-demand, well-paying occupations by steadily working our mission of ''connecting students' talents, interests and aptitudes to the economic landscape.'' CECCS is one of 18 schools/districts who are members of the PPBEA and we have partnered with the organization since 2018.This partnership has been a significant benefit to CECCS as our school has a strong focus on career exploration, career awareness, and career planning. We are proud that for the past three years our students have had the highest engagement rates for any school and/or district in the Pikes Peak region. 


    Middle School NWEA MAPS Assessments:
    CECCS opened a middle school in the fall of 2021. The Northwest Evaluation Association (NWEA) is an educational non-profit organization responsible for the Measures of Academic Progress (MAP) assessments. Students take the MAP assessments three times throughout a school year to measure their academic proficiency and growth in math and reading. Testing occurred in the fall, winter, and spring for students at each grade level. 


    Perception Data: 
    Gallup Student Poll High School Data: The Gallup Student Poll helps educators provide a more positive school culture and measures hope for the future, engagement with school, and other factors that have been shown to drive students’ grades, achievement scores, retention and future employment. (Oct. 24th - Nov. 7th):  CECCS high school students overall ''Engagement'' score increased from 3.51 (2021) to 6.59. Engagement measures the involvement in and enthusiasm for school. CECCS students overall ''Hope'' score increased from 3.98 (2020) to 4.05. Hope measures the ideas and energy students have for the future. CECCS students overall ''Belonging'' score decreased from 3.44 (2021) to 3.36. Belonging measures feeling accepted and included as part of the school. CECCS ''Social and Emotional Learning'' score increased from 3.51 (2021) to 3.55. Social and emotional learning measures how people learn to understand and manage emotions and establish positive relationships with others. 
    Scores are a scale of 5

    Gallup Student Poll Middle School Data: CECCS middle school students also took the Gallup Student Poll Oct. 24-Nov. 7th 2022. CECCS middle school students overall ''Engagement'' score increased from 3.40 (2021) to 3.63. Scores in ''Hope'' increased from 3.66 (2021) to 3.86. Scores in ''Belonging'' increased from 3.02 (2021) to 3.49 and scores in ''Social and Emotional Learning'' increased from 2.90 (2021) to 3.45. 


    Gallup Employee Engagement Survey: Engaged employees are those who work with passion and feel a profound connection to their company. They drive innovation and move the organization forward (Oct. 24, 2022- Nov. 15, 2022): CECCS scored highest in these areas:
    - My manager, or someone at work, seems to care about me as a person. (4.48)
    - The mission or purpose of my organization make me feel my job is important. (4.41)
    - My team members are committed to doing quality work. (4.41)
    The lowest area was: 
    - 'In the last three month, my manager and I have had a meaningful discussion about my strengths.' (3.12)
    Scores are a scale of 5

    Behavioral Referral Data:
    Between the 2021/22 and 2022/23 school year, CECCS has seen an increase in behavioral referrals by 250%. 

    Trend Analysis

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

    Academic Achievement - Middle school students do not meet expectations in CMAS growth for ELA. The CECCS middle school opened the 2021-22 school year and had a 33.0 median growth percentile rate in CMAS EL.
    Trend Direction: Increasing
    Performance Indicator Target: Student Behavior

    Student behavior - CECCS saw a 250% increase in behavior referrals from 2021/2022 to 2022/2023.

    Additional Trend Information:

    PSAT 9, PSAT 10, and SAT Evidenced Based Reading and Writing achievement: 


     
    PSAT 9, PSAT 10, and SAT Math achievement: 


    CMAS Middle School English Language Arts:


    CMAS Middle School Math:




     

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Low middle school growth in English language arts

    CECCS middle school student growth in CMAS ELA does not meet expectations of a median growth percentile of 50%.

    Area of Focus: English/Language Arts


    Root Cause: Inconsistent teacher mentoring program

    Teachers have expressed a desire for additional instructional supports and time for mentor collaboration.

    Root Cause: Absence of comprehensive English curriculum

    Based on schoolwide data and teacher feedback, there is a need for comprehensive curriculum for middle school ELA.


    Priority Performance Challenge:  Increase in student behavior referrals

    CECCS students have had an increase in behavioral referrals.

    Area of Focus: Behavior


    Root Cause: Undeveloped tiered referral system

    Schoolwide data has shown a need for a tiered referral system.

    Root Cause: Inconsistent tier 1 behavioral supports

    Schoolwide data has shown inconsistency with tier 1 behavioral supports.

    Root Cause Category: Behavior Systems

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

    . 

     

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    > >

    Increase Tier 1 behavioral support

    What will success look like:

    		All staff will be equipped with tier 1 behavioral strategies, understand the referral system, and will display fidelity of implementation. Parents will also be equipped with the same behavioral strategies. .

    Describe the research/evidence base supporting the strategy:

    		The Collaborative for Academic, Social, and Emotional Learning (CASEL) Critical Practices were used as CECCS developed our Major Improvement Strategy. CECCS was also a participant in the Colorado Education Initiative's CSI Climate Collaborative to improve school culture. Through trainings, internal assessments and evaluations, stakeholder input, creation of a Social Emotional Roadmap based on CASEL standards, this strategy and critical practice meets the goals established in our action plan. CASEL Critical practice category 3: Create safe and supportive equitable learning environment that promotes all students social and emotional learning CASEL Critical practice category 3.2: Provides opportunities for SEL practice and reflection CASEL Critical Practice category 3.3: Implement a comprehensive system of supports CASEL Critical practice category 2: Design opportunities where adults can connect, heal, and build capacity to support students.

    Strategy Category:

    		School or District Climate and Culture

    Associated Root Causes:

    Inconsistent tier 1 behavioral supports: Schoolwide data has shown inconsistency with tier 1 behavioral supports.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Tier 1 behavior 80% of teachers will implement tier 1 behavioral strategies in the classroom to create a safe, supportive, and equitable learning environment for all students. 08/02/2023
    05/30/2024
    Monthly     		Academic Deans, Head of School, Dean of Campus Culture, Teachers
    Tier 1 behavior 90% of teachers will implement tier 1 behavioral strategies in the classroom to create a safe, supportive, and equitable learning environment for all students. 08/02/2024
    05/30/2025
    Monthly     		Academic Deans, Head of School, Dean of Campus Culture, Teachers

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Professional Development
    		Schedule trainings/professional development with Boys Town Educational Models and Methods 08/01/2021
    12/30/2023     		Leadership team, teachers, ed support staff
    Behavioral intervention resource
    		Create a tiered flowchart and resource for the referral system 07/01/2023
    08/01/2023     		Leadership team
    Behavioral Intervention Professional Development
    		Provide professional development to staff on the tiered flow chart and resource for the referral system 07/01/2023
    07/12/2023     		Department of Campus Culture tiered flow chart and resource for the referral system Leadership team, teachers, ed support staff
    Progress Monitor Implementation
    		Complete classroom walk throughs to ensure fidelity of implementation. Weekly for the first month and then bi-weekly 07/17/2023
    08/21/2023     		Staff created Walk Throughs Leadership Team, Instructional Coach
    Create Classroom Walk Throughs
    		Create a Classroom Walk Through for fidelity monitoring. 07/28/2023
    07/28/2023     		Boys Town Educational Models and Methods Academic Deans, Head of School, Instructional Coach
    Staff complete professional development
    		Deadline for staff to complete Boys Town Educational Models and Methods professional development. 08/01/2023
    12/15/2023     		Boys Town Educational Models and Methods professional development modules Leadership team, teachers, ed support staff
    Pre and Post Professional Development survey
    		Staff will be given a pre Boys Town Educational Models and Methods and a post Boys Town Educational Models and Methods survey to determine any areas of need. 08/01/2023
    12/15/2023     		Department of Campus Culture created Pre and Post Boys Town Educational Models and Methods survey Leadership team, teachers, ed support staff
    Train the trainer for Common Sense Parenting
    		Train the trainer for 'Common Sense Parenting' Instructor 09/25/2023
    09/27/2023     		CCSP Director of Campus Culture
    Social Skills Group
    		Identified students with high behavioral referrals and low MAPS math data (below 50%tile), will participate in social skills groups with mental health staff. 09/28/2023
    05/15/2024     		Title IA Mental Health Staff, Middle School Director of Campus Culture
    Common Sense Parenting
    		Provide free parent training for families on 'Common Sense Parenting' (based on Boys Town) including strategies such as praise, consequences, and social skills (total of 16 hours). Parent receive books and workbooks. 10/03/2023
    05/01/2024     		Title IIIA, Title IIIA-IMI, Title IA Parent Director of Campus Culture
    > >

    Implement comprehensive middle school English curriculum

    What will success look like:

    		All teachers will display fidelity in middle school English instruction and curriculum use.

    Describe the research/evidence base supporting the strategy:

    		The SpringBoard National Effectiveness Study: SpringBoard schools showed statistically significant gains in access to AP.

    Strategy Category:

    		Curriculum and Content

    Associated Root Causes:

    Absence of comprehensive English curriculum: Based on schoolwide data and teacher feedback, there is a need for comprehensive curriculum for middle school ELA.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Classroom Walk-throughs Classroom walk throughs will show 80% fidelity of curriculum implementation though the posted learning objective 08/14/2023
    10/13/2023
    Monthly     		Academic Deans, Head of School, English teachers, Instructional Coach
    Curriculum implementation Professional Devleopment By October 10, 2023, 100% of middle school English teachers will be trained in the comprehensive middle school ELA curriculum. 08/18/2023
    10/10/2023
    Monthly     		English department, Academic Deans, Instructional Coach, Mentor teachers
    Classroom Walk-throughs Classroom walk throughs will show 100% fidelity of curriculum implementation though the posted learning objective 10/10/2023
    05/10/2024
    Weekly     		Academic Deans, Head of School, English teachers, Instructional Coach

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Purchase comprehensive middle school ELA curriculum
    		Purchase comprehensive middle school ELA curriculum 05/10/2023
    06/30/2023     		Academic Deans and Head of School
    Schedule training for comprehensive middle school ELA curriculum
    		Schedule training for comprehensive middle school ELA curriculum 05/26/2023
    06/30/2023     		Academic Deans, Head of School, Business Manager
    Create Classroom Walk Throughs
    		Create Classroom Walk Throughs for fidelity of implementation 07/17/2023
    07/28/2023     		Instructional Coach, Academic Deans, Head of School
    Teachers complete Professional Developmen for comprehensive middle school ELA cu
    		Teachers complete Professional Development for comprehensive middle school ELA curriculum 08/01/2023
    10/13/2023     		Comprehensive middle school ELA curriculum professional development modules English teacher team, Instructional Coach, Special Education Teachers, Leadership Team
    Classroom Walk-throughs
    		Classroom walk throughs to ensure fidelity of curriculum implementation 08/14/2023
    05/10/2024     		Academic Deans, Head of School, English teachers, Instructional Coach
    Increase PLC time for teachers
    		Increase PLC time for teachers for implementation of curriculum and planning 08/14/2023
    05/10/2024     		English teacher team, Instructional Coach, Leadership Team
    Curriculum implementation focused PLC
    		Curriculum implementation focused PLC 08/18/2023
    05/10/2024     		English teachers, Academic Deans, Head of School, English teachers, Instructional Coach
    > >

    Expand teacher mentoring program

    What will success look like:

    		All new teachers will participate in the mentor program and have individual support.

    Describe the research/evidence base supporting the strategy:

    		Research from the U.S. Department of Education has shown that mentors can help to address the persistent issues of teacher shortages and job dissatisfaction, preventing new teachers from burning out and leaving the profession. Without a mentor, nearly one in three new teachers leave by their fifth year, but with a mentor that ratio drops by more than half, to one in seven. A new study from SRI Education suggests a dramatic pass-through effect to students as well: When new teachers are part of a high-quality mentorship program, their students experience major academic gains. In the study, students whose teachers were in the New Teacher Center’s mentor program gained an additional two to four months of learning in reading and an additional two to five months of learning in math when compared to their peers in the control group. Incorporating a teacher mentor program for all new teachers is a good fit for CECCS because we believe in embracing a growth mindset in a culture that supports and strengthens both our teachers and students.

    Strategy Category:

    		Instructional Leadership

    Associated Root Causes:

    Inconsistent teacher mentoring program: Teachers have expressed a desire for additional instructional supports and time for mentor collaboration.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Mentor Program 100% of new teachers will be assigned a mentor teacher and will participate in monthly mentor/mentee meetings. 08/14/2023
    05/10/2024
    Monthly     		New Teachers, Mentor Teachers, Leadership Team

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Mentor Teacher Application
    		Teaching staff who have at least 3 years of teaching experience at CECCS can apply to become a teacher mentor. 07/28/2023
    08/04/2023     		Title IIA Academic Deans, Head of School, Teaching Staff
    Mentor Teachers PLC
    		Mentor Teachers will participate in a Mentor Program PLC throughout the school year. 08/01/2023
    05/03/2024     		General Fund Instructional Coach, Teacher Mentors
    Mentor Connection Meetings
    		Mentor and Mentee Teachers will have dedicated time to meet and collaborate with each other throughout the school year. 08/01/2023
    05/03/2023     		Title IIA Instructional Couch, Mentor Teachers, Mentee Teachers
    School Leaders Mentor Program PLC
    		School Leaders will participate in a Mentor Program PLC training on the first Tuesday of the month. 10/03/2023
    05/07/2024     		General Fund Academic Deans, Head of School

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : Low middle school growth in English language arts

    Performance Indicator:

    		 Academic Achievement (Status)

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2023-2024: ELA middle school student academic growth in CMAS ELA will meet expectations.
    2024-2025:

    INTERIM MEASURES FOR 2023-2024:

    Priority Performance Challenge : Increase in student behavior referrals

    Performance Indicator:

    		 Student Behavior

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2023-2024: Student behavioral referrals will decrease by 40%.
    2024-2025:

    INTERIM MEASURES FOR 2023-2024:

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