Colorado's Unified Improvement Plan for Schools

Shelton Elementary School UIP 2019-20

      

School:

Shelton Elementary School      

District:

Jefferson County R-1      

Org ID:

1420      

School ID:

7833      

Framework:

Performance Plan: Meets 95% Participation
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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
  • Academic Achievement (Status): English Language Arts, Math & Science
  • Restorative Practices
  • Focused and Targeted Adult Learning
  • Increase Student Achievement and Growth through a Culture and Climate Lens
  • Increase Student Achievement and Growth through Adult Learning
  • Academic Achievement (Status): READ
  • Focused and Targeted Adult Learning
  • Increase Student Achievement and Growth through Adult Learning
  • Academic Growth: Math
  • Focused and Targeted Adult Learning
  • Increase Student Achievement and Growth through Adult Learning
  • Academic Growth Gaps: Math
  • Focused and Targeted Adult Learning
  • Increase Student Achievement and Growth through Adult Learning
  • Culture and Climate
  • Restorative Practices
  • Increase Student Achievement and Growth through a Culture and Climate Lens


  • Access the School Performance Framework here: http://www.cde.state.co.us/schoolview/performance

    Improvement Plan Information


    Additional Information about the school



    Narrative on Data Analysis and Root Cause Identification


    Description of School Setting and Process for Data Analysis

    Description of Shelton Elementary:   Shelton Elementary is located in Golden, CO. We serve students in grades preschool through 5th grade.  Our student population is more ethnically and economically diverse than our neighboring elementary schools.  We have a current student population of about 457 students, accompanied by a mobility rate of 18% .  We had a decrease of 20 students this school year due to various reasons (moved out of state, went to a  school closer to home,etc.) Our Free and Reduced lunch rate has increased from 42% to 45% this year.  Our special education population is currently 68 which is 3 less than last year.  We have 65 ELLs (20 FEPs, 25 LEPs and 20 NEPs) and 17 different languages spoken. Currently, we have 28 ALP's. However, this does not include our 2nd grade who will take CogAT.  We have 100 READ plan students K-5 and 45 READ plans in K-3. Our 504's have remained the same at 11 plans. Our preschool currently serves 27 students.  

    Shelton Elementary has three teachers in grades kindergarten, fourth and fifth grade and four teachers in grades first, second and third.   Our full time Digital Teacher Librarian helps support our STEM, Maker Space and Robotics. We also have a full-time school psychologists, a half time social emotional learning specialist, two special education teachers, an ESL teacher and one ASD teacher.  Our staffing includes a full time instructional coach, assistant principal, para-educator support, family liaison, AMP team and various other classified employees. All certified staff members are In-Field. Our district Human Resources Department screen all applicants and only allow interviews/hiring of staff that meet In-Field status.  

    In Jeffco, we provide differentiated and job embedded Professional Development for all teachers.  New teachers or new to the district teachers and participating educators are responsible for attending district orientation days, attend Jeffco/JCEA Induction Days and collaborate regularly with their induction support team.  This team includes but is not limited to, administration, instructional coach, student achievement specialist, instructional leaders, department and grade level teams.  At the district level this team includes: community superintendent, assistant directors, coordinators and lead mentors/facilitators.

    Description of UIP Process: Our UIP was collaboratively developed through a ''tiered'' process that involves our entire licensed staff and our leadership team known as Coyote Council.  Our school data was shared at the beginning of the year with the staff and the overall data was also shared with our school SAC committee.   In Coyote Council, we each worked on the four types of data for improvement planning:  performance, demographics, process, and perception. We discussed celebrations, noticings and What's Next? Then, Coyote Council presented to the entire staff our findings and as a whole staff, we dug deeper into the data and solicited more input in the four data areas. Staff also added celebrations, noticings, and What's Next?  The leadership team worked together to take all of the work from staff, synthesize it, and put it into a measurable action plan called the UIP. 

    Budget: School Based Budget (SBB) is used for licensed teachers and support staff.  SBB and grant funds are used to pay for subs so that teachers can have release time to participate in professional development that aligns with our school goal and major improvement strategy, as well as instructional best practices.  SBB funds are also used to purchase professional development resources for staff, which includes books, online course work, and fees for trainings/seminars.

    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).

    We will increase the number of K-3 students who are identified by “benchmark” from 76% by 2% as measured by DIBELS Next composite Score.
    Overall, our K-3 students at benchmark were 70% which is 8% below our projected goal. 
    We need to work on increasing the rigor in our core instruction.  In addition, we need to make sure that our math and reading needs match the interventions we are providing them.

    We will increase our median growth percentile (MGP) by 1 point in math by moving from 47 to 48.
    Our Median Growth Percentile (MGP) for ALL students in math actually decreased by 3 instead of increasing by 4 points.  All students Median Growth Percentile  (MGP) in math is currently a percentile of 44.
    Although math was part of our Unified Improvement Plan (UIP) and part of our Professional Learning Community (PLC) focus, students did not improve.  

    We will increase our median growth percentile (MGP) by 1 point in Free and Reduced Lunch (FRL) Eligible in math by moving from 42 to 43.  
    Our Median Growth Percentile (MGP) for Free and Reduced Lunch eligible students in math actually decreased by 1 point instead of increasing by 1 point.  All Free and Reduced Lunch (FRL) students Median Growth Percentile (MGP) is currently a percentile of 41.  Although math was part of our Unified Improvement Plan (UIP) and part of our Professional Learning Community focus, students did not improve.  

    We will increase student's perception of safety from a mean of 2.84 to a 2.9 as measured by the Make Your Voice Survey administered to all 2nd - 5th graders.
    Student perception of safety, according to the Make Your Voice Heard (MYVH) survey, increased from 2.84 to 2.92 which means we met our goal.  As a staff, we re-normed our Positive Behavior interventions and Support (PBiS) system and focused on Restorative Practices. We instituted Community Circles and all elements of Restorative Practices.  We had several training's and Professional Development throughout the year in-house and through the district.  In addition, we created major and minor correction forms (in Google Forms) so we could track the number of behavior incidents. Instituting Positive Office Referrals helped as well. 


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

    Our main focus this year is on ensuring Core Instruction is in place and ensuring our math and reading interventions match the needs of students.  Teacher training is important and teachers will receive the necessary training to successfully run differentiated math and reading throughout the year.  Adding and refining the interventions we currently have is crucial. We will continue our work with Restorative Practices including adding trauma informed strategies.  Our three major improvement strategies included Professional Learning Community (PLC's). Restorative Practices and reading interventions for our READ plan and Individualized Education Plan (IEP) students. Although we find all three of these strategies important, we will revamp and set forth two improvement strategies with specific actions steps and goals.

     

    Current Performance

    Review of Current Performance:

    CMAS Math Overall:

     

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    CMAS Math - Exceeds and Meets:

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    CMAS Math -Achievement Trends:

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    CMAS ELA Overall:

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    CMAS ELA- Exceeds and Meets:

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    CMAS ELA -Achievement Trends:

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    Trend Analysis

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

    ELA: According to Colorado Measures of Academic Success (CMAS) scores from the last 3 years, 3rd grade has been declining over the last three years in academic achievement. Over the past three years, 3rd grade scores have been the following: 16-17: 71, 17-18: 54, 18-19: 48
    Trend Direction: Decreasing
    Performance Indicator Target: Academic Achievement (Status)

    ELA: According to Colorado Measures of Academic Success (CMAS) scores from the last 3 years, 4th grade has been declining over the last three years in academic achievement. Over the past three years, 4th grade scores have been the following: 16-17: 69, 17-18: 56, 18-19: 54
    Trend Direction: Decreasing then increasing
    Performance Indicator Target: Academic Achievement (Status)

    ELA: According to Colorado Measures of Academic Success (CMAS) scores from the last 3 years, 5th grade has had inconsistent growth. It was declining for two years and then increased last year in academic achievement. Over the past three years, 5th grade scores have been the following:16-17: 57, 17-18:54, 18-19:56
    Trend Direction: Increasing then decreasing
    Performance Indicator Target: Academic Achievement (Status)

    READ: According to End of Year (EOY), Dynamic Indicators of Basic Early Literacy Success (DIBELS) scores from the last 3 years, Kindergarten has had inconsistent achievement in End of Year (EOY) benchmark achievement. Over the past three years, Kindergarten scores have been: 17-17: 71%, 17-18: 78%, 18-19: 56%
    Trend Direction: Decreasing then increasing
    Performance Indicator Target: Academic Achievement (Status)

    READ: According to End of Year (EOY), Dynamic Indicators of Basic Early Literacy Success (DIBELS) scores from the last 3 years, 1st grade has been increasing our benchmark students. Over the past three years, 1st grade scores have been the following: 16-17: 85%, 17-18: 66%, 18-19: 76%
    Trend Direction: Decreasing then increasing
    Performance Indicator Target: Academic Achievement (Status)

    READ: According to End of Year (EOY), Dynamic Indicators of Basic Early Literacy Success (DIBELS) scores from the last 3 years, 2nd grade has had inconsistent achievement in EOY benchmark achievement. Over the past three years, 2nd grade scores have been: 16-17: 78%, 17-18: 66%, 18-19:70%
    Trend Direction: Decreasing then increasing
    Performance Indicator Target: Academic Achievement (Status)

    READ: According to End of Year (EOY), Dynamic Indicators of Basic Early Literacy Success (DIBELS) scores from the last 3 years, 3rd grade has had inconsistent achievement in End of Year (EOY) benchmark achievement. Over the past three years, 3rd grade scores have been: 16-17:87%, 17-18: 78%, 18-19: 81%
    Trend Direction: Decreasing then increasing
    Performance Indicator Target: Academic Achievement (Status)

    Math: According to Colorado Measures of Academic Success (CMAS) Scores from the last 3 years, 3rd grade has had been inconsistent in academic achievement. Over the past three years, 3rd grade scores have been the following: 16-17: 68.1% and 17-18: 54 and 18 -19: 59.2%
    Trend Direction: Decreasing then increasing
    Performance Indicator Target: Academic Achievement (Status)

    MATH CMAS STATUS: According to Colorado Measures of Academic Success (CMAS) scores from the last 3 years, 4th grade 16-17: 61%, 17-18: 38.6%, 18-19:42.3%
    Trend Direction: Decreasing
    Performance Indicator Target: Academic Achievement (Status)

    MATH CMAS STATUS: According to Colorado Measures of Academic Success (CMAS) scores from the last 3 years, 5th grade 16-17:43%, 17-18:40%, 18-19:35.7%
    Trend Direction: Decreasing then increasing
    Performance Indicator Target: Academic Achievement (Status)

    Science: According to Colorado Measures of Academic Success (CMAS) Scores from the last 3 years, 5th grade has a decrease in academic achievement. Over the past three years, 5th grade scores have been the following: 16-17: 59.5 and 17-18: 43.3 and 18-19: 48.8
    Trend Direction: Decreasing then increasing
    Performance Indicator Target: Academic Growth

    ELA CMAS GROWTH: According to Colorado Measures of Academic Success (CMAS) Growth Report from the last 3 years, 4th grade has shown… Over the past three years, 4th grade growth scores have been the following: 16-17: 75.0, 17-18: 43.0, 18-19:47
    Trend Direction: Increasing then decreasing
    Performance Indicator Target: Academic Growth

    ELA CMAS GROWTH: According to Colorado Measures of Academic Success (CMAS) Growth Report from the last 3 years, 5th grade has shown inconsistent growth. Over the past three years, 5th grade scores have been the following: 16-17: 47.0; 17-18: 57.0 18-19: 42
    Trend Direction: Decreasing then increasing
    Performance Indicator Target: Academic Growth

    Math: According to Colorado Measures of Academic Success (CMAS) Growth Report from the last 3 years, 4th grade has showed inconsistent growth. Over the past three years, 4th grade scores have been the following: 16-17: 71.0, 17-18: 37.0 and 18-19:48
    Trend Direction: Increasing
    Performance Indicator Target: Academic Growth

    Math: According to Colorado Measures of Academic Success (CMAS) Growth Report from the last 3 years, 5th grade has showed inconsistent growth. Over the past three years, 5th grade scores have been the following: 16-17: 36.0 and 17-18: 39.0 and 18-19: 41.0
    Trend Direction: Decreasing
    Performance Indicator Target: Disaggregated Growth

    ELA: According to Colorado Measures of Academic Success (CMAS) Growth Report from the last 3 years, Free and Reduced (FRL) students grade has showed inconsistent growth. Over the past three years, our Free and Reduced (FRL) scores have been the following: 16-17: 60.5, 17-18: 46.0 and 18-19: 37.5
    Trend Direction: Decreasing
    Performance Indicator Target: Disaggregated Growth

    Math: According to Colorado Measures of Academic Success (CMAS) Growth Report from the last 3 years, Free and Reduced (FRL) students grade has showed inconsistent growth. Over the past three years, our Free and Reduced (FRL) scores have been the following: 16-17: 49.5, 17-18: 42.0, 18-19: 40.5

    Additional Trend Information:

    Overall, Shelton Elementary has inconsistent trend data. At times we are significantly above the district and state (3rd grade math) and other times we are lower than the district (5th grade math). Academic growth measured in ELA and Math were as follows: a 45 median growth in ELA and a 44 median growth in Math.

    MPG Summary Math:
    We did not meet any state Median Growth Percentiles in math except for Hispanic students (50.0). We were approaching in all areas (GT, FRL, IEP and 504)

    MPG Summary ELA:
    We did not meet any state Median Growth Percentiles in ELA. We were approaching in all areas (GT, FRL, IEP and 504)

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    School Growth:

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    ELA Achievement Trends:
     

    School CMAS Achievement Trends in ELA

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    Math Achievement Trends: 

    School CMAS Achievement Trends in Math

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    MAP Math Projected Proficiency on PARCC, 2019

    MAP Reading Projected Proficiency on PARCC, 2018: 

     


     

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Academic Achievement (Status): English Language Arts, Math & Science

    Based on the 1 year School Performance Framework (SPF) all students have a rating of "meets" for English Language Arts, Math and Science. For English Language Arts - English Language Learners: meets, Free and Reduced Lunch/Minority: approaching, Students with Disabilities: Does Not Meet In Math: English language Learners: Meets Free and Reduced Lunch: Approaching Minority: Meets Students with Disabilities: Does Not Meet Science: There is not enough data for English Language Learners or Students with Disabilities FRL/Minority: Approaching


    Root Cause: Restorative Practices

    Lack of understanding how poverty and trauma effect student achievement.

    Root Cause: Focused and Targeted Adult Learning

    Increase knowledge around Data Driven Instruction (DDI). Training and PD around rigorous core instruction, interventions and enrichment in ELA and math.


    Priority Performance Challenge:  Academic Achievement (Status): READ

    Early literacy skills beinning in Kindergarten need to be solified in order for all students to reach proficency by the end of 3rd grade. We need to continue to reduce the number of students on READ plans each year.


    Root Cause: Focused and Targeted Adult Learning

    Increase knowledge around Data Driven Instruction (DDI). Training and PD around rigorous core instruction, interventions and enrichment in ELA and math.


    Priority Performance Challenge:  Academic Growth: Math

    In math, we are approaching in all students as well as all of the sub-groups (Free/Reduced-Price Lunch Eligbile, Minority Students and Students with Disabilities), excepts ELLs where it is meets.


    Root Cause: Focused and Targeted Adult Learning

    Increase knowledge around Data Driven Instruction (DDI). Training and PD around rigorous core instruction, interventions and enrichment in ELA and math.


    Priority Performance Challenge:  Academic Growth Gaps: Math

    Our priority challenge is to close the growth gaps in our Free and Reduced population. Our economically disadvantaged students did not met median growth percentile.


    Root Cause: Focused and Targeted Adult Learning

    Increase knowledge around Data Driven Instruction (DDI). Training and PD around rigorous core instruction, interventions and enrichment in ELA and math.


    Priority Performance Challenge:  Culture and Climate

    As our numbers of students on Free and Reduced Lunch continues to increase, we need to deepen our knowledge and understanding of teaching students in poverty.


    Root Cause: Restorative Practices

    Lack of understanding how poverty and trauma effect student achievement.


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

    Priority Needs:

    Our student growth and student achievement in all grades has decreased over the last three years.  With an increase in FRL students, we need to increase our knowledge as educators to best meet the needs of all students to make learning equitable.

    Priority Challenge:  
    We have too many students that are leaving the end of the year not making adequate growth. Our focus is targeted instruction that meets needs through intervention, rigorous core instruction and enrichment.

    How were the Root Causes were selected and verified:

    The root cause evolved through the work of the leadership team, staff members and School Accountability members. These stakeholders closely examined  our data and instructional practices and determined that students will benefit from focused and meaningful adult learning and continued work on culture and climate. 

     

    Additional Narrative / Conclusion

    Parental Involvement:  

    We conduct one-on-one conferences with parents in October and March to share progress, celebrations and concerns about their child’s school work and behavior and suggest learning activities for them to do at home.  

    Throughout the school year, parents will have the opportunity to participate in various events such as after school enrichment, Muffins for Mom, Donuts for Dad, Watchdog Pizza Night, Math and Science Night, International Night, Sock Hop and various other events.    

    Our school sends weekly communication to parents that provides educational activities, upcoming events and other vital family-school communication.   All teachers have websites available to parents and community members that includes helpful links, classroom newsletters, daily schedules, and teacher contact information.  

    We have a viable PTSA and School Accountability Committee that meets monthly.  We discuss site based budgeting, staffing, calendars, events, fundraising and the goals for the year.

    Our parent liaison is now a full-time position and continues to focus on supporting parents as they work with their child to make academic growth throughout the school year.

    Shared Leadership Plan:  

    Our school leadership team continues to focus on building leadership capacity within our building, by focusing on improved instructional practices.  Teachers are participating in frequent professional development and are often leading staff development sessions. As needed and requested, teachers are also receiving PD from experts in the  field.  We continue to focus on implementing highly effective and rigorous learning that implements higher level questioning, challenging tasks aligned to CCAP, transforming the student experience, growth producing feedback, formative assessment and increasing student engagement.  Reading and math interventions have been realigned to core instruction, ensuring a true double dose of reading and math.

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    Increase Student Achievement and Growth through Adult Learning

    What will success look like:

    Through the use of DDI, PLC's and focused PD, our growth and achievement scores will increase.

    Describe the research/evidence base supporting the strategy and why it is a good fit:

    A laser-like focus on data will allow for targeted interventions and will lead to adjustments in teaching to meet student needs

    Associated Root Causes:

    Focused and Targeted Adult Learning: Increase knowledge around Data Driven Instruction (DDI). Training and PD around rigorous core instruction, interventions and enrichment in ELA and math.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    PLC's Teachers share data in PLC's to show growth (DIBELS progress monitoring will be used to determine effectiveness of interventions, pre- and post- unit tests to determine teaching effectiveness, MAP data) 09/02/2019
    05/15/2020
    Weekly
    Teachers and Administration
    MAP Data BOY, MOY and EOY Data Analysis August 2019, December 2019 and April 2020 - In Data Days and PLCs teachers will analyze RIT scores, growth and achievement. Data will be shared with SAC. 09/02/2019
    05/15/2020
    Quarterly
    Teachers and Administration
    DIBELS Data BOY, MOY and EOY Data Analysis in addition to Pathways to Progress 09/02/2019
    05/15/2020
    Quarterly
    Teachers and Administration
    Coyote Council Leadership Team - Solicit feedback from staff regarding needs for student success. 09/02/2019
    05/15/2020
    Monthly
    Teachers and Administration
    School Accountability Committee Monthly SAC meetings 09/02/2019
    05/15/2020
    SAC committee, select teachers and administration
    Data Days Every 6-8 weeks, teachers will work on examining reading data for half of the day and will engage in PD focused on reading interventions and core instruction from district READ ACT personnel. October 14-16, December 16-18, February 24-26, May 11-13 09/16/2019
    05/15/2020
    Teachers, Administration, and District Personnel
    Exit Surveys Experts in the field of trauma, poverty, ESL, equity, culture/climate, math and reading. 10/04/2019
    05/15/2020
    Monthly
    Teachers and Administration

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    SAC Data Presentation
    After each data day, SAC will be January 13th (MAP data, DIBELS/READ plans) March 16th (DIBELS/READ plans)
    Data from Data Days, READ plan numbers, MAP data Administration, Staff
    Data Driven Instruction
    Grade Level PLC's 09/02/2019
    05/15/2020
    Teachers and Administration
    Professional Development
    Every 6-8 weeks, teachers will work on examining reading data for half of the day and will engage in PD focused on reading interventions and core instruction from district READ ACT personnel. October 11-14, December 16-18, February 24-26, May 11-13 09/16/2019
    05/22/2020
    Jan Richardson's Guided Reading, DIBELS Pathways to Progress, full day substitutes District personnel, Instructional Coach, Teachers and Administration
    Experts for Professional Development
    Trauma Informed Practices, QPR, Poverty, RUOS 11/6- Trauma Informed Practices 12/4 - Impacts of Poverty 1/8 - Secondary Trauma 2/14 - QPR (Suicide Prevention Protocol) RUOS Discussion - October 11-14, December 16-18, February 24-26, May 11-13 10/04/2019
    05/15/2020
    Resource materials in these specific areas District personnel, SELS, Staff, Administration
    Vertical alignment of standards
    Teams will meet vertically monthly/bi-monthly to work on alignment of standards 10/04/2019
    05/15/2019
    Dedicated time to meet in vertical teams Instructional Coach, Teachers and Administration
    Constructed Responses
    Teachers will learn and implement the district constructed responses (using the Jeffco Teaching and Learning Model) 3rd, 4th, 5th - 12/11, 1/22, 2/12, 3/4, 4/8, 4/29 12/02/2019
    05/15/2020
    District PD, Jeffco rubrics and responses 2 teachers, Principal for training and share with all teachers in PD

    Increase Student Achievement and Growth through a Culture and Climate Lens

    What will success look like:

    Through the use of Restorative and Equitable practices, our growth and achievement scores will increase.

    Describe the research/evidence base supporting the strategy and why it is a good fit:

    Deepening understanding of students and their backgrounds will allow us to meet their social-emotional needs.

    Associated Root Causes:

    Restorative Practices: Lack of understanding how poverty and trauma effect student achievement.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Coyote Council Leadership Team - solicit feedback from staff regarding needs for student success 09/02/2019
    05/15/2020
    Weekly
    Teachers and Administration
    School Accountability Committee Monthly SAC meetings 09/02/2019
    05/15/2020
    Monthly
    SAC committee, select teachers and administration
    Exit Surveys Experts in the field of poverty, ESL, trauma, equity, and culture/climate 10/04/2019
    05/15/2020
    Monthly
    Teachers and Administration

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    SELS Presentations/Support
    SELS will present on strategies to support students including Second Step 10/04/2019
    05/15/2020
    Dedicated time in staff meetings SELS, Staff and Administration
    Family and Community Liaison
    Provide staff training on impact of poverty, locate resources for families in need, build relationships with parents and community 10/04/2019
    05/12/2020
    Various community resources and organizations Family and Community Liaison, Staff and Administration
    Experts for Professional Development
    Trauma Informed Practices, QPR, Poverty 10/04/2019
    05/15/2020
    Resource materials in these specific areas District personnel
    ESL Collaboration
    ESL collaborates, observes and provides feedback with teachers and administration on ESL supports, scaffolding and best practices 10/04/2019
    05/15/2020
    ESL Teacher and resource materials ESL teacher, Staff and Administration
    Alternate Pathways to ALP
    Looking at all pathways for identifying students for ALPs 10/04/2019
    05/15/2020
    District GT staff, Staff and Administration
    PTSA Support
    Purchasing of core and intervention materials 10/25/2019
    05/15/2020
    $15,000 RUOS core materials PTSA, Staff and Administration
    Restorative Practices Community Information Night
    Golden area community meeting on Restorative Practices for families 11/04/2019
    11/04/2019
    District personnel
    Curriculum and Engagement Nights
    Teachers share ways for parents to support their children and home and deepen an understanding of the curriculum. Community Liaison provides ways for parents to engage in school. 01/06/2020
    02/28/2020
    $1,000 for childcare and food Family and Community Liaison, Staff and Administration

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : Academic Achievement (Status): English Language Arts, Math & Science

    Performance Indicator:

    Academic Achievement (Status)

    Measures / Metrics:

    M
    ANNUAL
    PERFORMANCE
    TARGETS
    2019-2020: 46% of our students will score in the level 4 and 5 range as measured by Math MAP Projected Proficiency Report. Increase of 3%.
    2020-2021:

    INTERIM MEASURES FOR 2019-2020:

    MOY Math MAP Projected Proficiency Report will show 1.5% increase

    Priority Performance Challenge : Academic Achievement (Status): READ

    Performance Indicator:

    Academic Achievement (Status)

    Measures / Metrics:

    R
    ANNUAL
    PERFORMANCE
    TARGETS
    2019-2020: Students in K-3 will increase their Reading Proficiency Percentile from 55% to 60% as measured by Dynamic Indicators of Basic Early Literacy Success (DIBELS).
    2020-2021:

    INTERIM MEASURES FOR 2019-2020:

    Monthly monitoring of DIBELS Pathway to Progress will show students at and average of 57.5% as measured by Dynamic Indicators of Basic Early Literacy Success (DIBELS).

    Priority Performance Challenge : Academic Growth: Math

    Performance Indicator:

    Academic Growth

    Measures / Metrics:

    M
    ANNUAL
    PERFORMANCE
    TARGETS
    2019-2020: We will increase our median growth percentile (MGP) by 2 points in math by moving from 48 to 50.
    2020-2021:

    INTERIM MEASURES FOR 2019-2020:

    Math Measures of Academic Progress (MAP), Middle of the Year (MOY), will show median growth at 50 or higher.

    Priority Performance Challenge : Academic Growth Gaps: Math

    Performance Indicator:

    Disaggregated Growth

    Measures / Metrics:

    M
    ANNUAL
    PERFORMANCE
    TARGETS
    2019-2020: We will increase our median growth percentile (MGP) by 2 points in FRL Eligible in math by moving from 43 to 45.
    2020-2021:

    INTERIM MEASURES FOR 2019-2020:

    Math MAP Middle of Year (MOY) will show median growth at 45 or higher for students identified as Free and Reduced Lunch.

    Priority Performance Challenge : Culture and Climate

    Performance Indicator:

    Student Behavior

    Measures / Metrics:

    ANNUAL
    PERFORMANCE
    TARGETS
    2019-2020: We will increase student's perception of safety from a mean of 2.9 to a 3.0 as measured by the Make Your Voice Survey administered to all 2nd - 5th graders.
    2020-2021:

    INTERIM MEASURES FOR 2019-2020:

    Decrease in major/minor referrals and suspensions compared to 2018-2019.

    Attachments List

    © 2017 State of Colorado