Colorado's Unified Improvement Plan for Schools

Mountain Sage Community School UIP 2019-20

      

School:

Mountain Sage Community School      

District:

Poudre R-1      

Org ID:

1550      

School ID:

5917      

Framework:

Performance Plan: Meets 95% Participation
 Download PDF

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
  • Increase Middle School Academic Growth
    		•
  • Inadequate Targeted Professional Development and Collaboration
  • Inadequate Academic Intervention
    		•
  • Implement Improved Professional Development, Collaboration, and Observation
  • Improve Implementation of Academic Interventions
    		•
  • Increase Early Literacy Achievement
    		•
  • Inadequate Targeted Professional Development and Collaboration
  • Inadequate Academic Intervention
    		•
  • Implement Improved Professional Development, Collaboration, and Observation
  • Improve Implementation of Academic Interventions
    		•



    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

    It is the mission of Mountain Sage Community School to cultivate the creative mind through Waldorf-inspired, arts-integrated education that fully incorporates sustainable living practices into student learning. Each student is empowered to cultivate meaningful connections to their intellectual, physical, emotional, social, and creative capacities in healthy, safe,, and beautiful learning environments. Through a supportive community of peers, parents and teachers, each child will become a confident, self-directed and engaged learner, invested in their own education. The unique educational program our school offers is valued by our community because it emphasizes an arts-based, whole child approach to education within a nurturing, multi-sensory, multi-cultural, and nature-based learning environment that fully integrates the Colorado Academic Standards. Cultivation of the child’s imagination and creativity in conjunction with their academic abilities are deeply held values amongst the school’s Board of Directors, faculty, and parent community.

    Located in Fort Collins, Mountain Sage attracts families both from within the Fort Collins community and, as the only school in Northern Colorado of its kind, families who commute from surrounding areas including Loveland, Windsor, Wellington, and Ault. Founded by parents, community members, and experienced educators in the Fort Collins area, Mountain Sage Community School believes in the power of working with those invested in the local community. 

    As outlined above, the school opened in fall 2013, serving 175 kindergarten through fifth grade students. The composition of the student body at Mountain Sage in its inaugural year was unique due to the variety of educational settings from which children transitioned into the school: 39% of children came from local district schools, 24% of children came from homeschool settings, 20% were kindergarteners, 17% came from out-of-district and private schools. In its second year, Mountain Sage served 205 kindergarten through sixth grade students. In the third year of operation, 232 kindergarten through seventh grade students. In 2016-17 Mountain Sage expanded its educational program to include homeschool enrichment, serving a total 260 students. In 2017-18, a total of 269 students attended the school. In the 2018-2019 school year, our educational program served 313 kindergarten through eighth grade students and homeschool enrichment students; 68% returning students, 18% new students (including kindergarteners), and 14% homeschool enrichment students. We are proud to have reached the full capacity and vision of our education program, serving full-time K-8 students and part-time homeschool enrichment students.

    Development of the school’s Unified Improvement Plan (UIP) is accomplished through collaboration of the school’s administrative team, teaching faculty, School Accountability Committee (SAC), and the Mountain Sage Board of Directors. The administrative staff of the school collected data used in the development of this UIP. Local assessments and the 2019 School Performance Framework (SPF) data were analyzed to determine the school’s achievement and growth goals and to inform Major Improvement Strategies and action plans.

    We are extremely proud of our efforts that have resulted in our school transitioning from a Turnaround school (2014 SPF) to it's first Performance school rating in 2016 (2016 SPF), a rating that we have maintained since. This enormous shift speaks to the fidelity of implementation of our past Unified Improvement Plans, as well as the incredible hard work and dedication of our professional school community in implementing the school's mission and vision. We have focused on creating a unified school culture and approach that has led to steady academic achievement and growth. We have diligently focused on building a culture of early intervention, supporting our students to reach new academic heights.

    As a school offering a unique, alternative educational program, Mountain Sage Community School continues to attract children with many diverse educational needs. The teachers in our school come from a wide variety of professional backgrounds (both private and public schools). This diversity is a great benefit. Creating a unified culture around assessment in our school where the Waldorf-inspired curriculum and pedagogy does not traditionally emphasize standardized assessment has offered some unique challenges. Because of this, we are especially proud to have created a unified and positive culture around school assessment. Students have strengthened confidence and capacity with regard to test taking, and data is used to inform classroom instruction which leads to improved overall school performance.

    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).

    Successful implementation of our Major Improvement Strategies resulted in meeting Prior Year Student Targets in many areas. The 2019 SPF did reflect increased middle school level Academic Achievement in English Language Arts on CMAS to a Mean Scale Score of 749 (actual MSS= 751.6). The 2019 SPF also reflected an increase in elementary level Academic Achievement in CMAS English Language Arts for Free/Reduced Lunch Eligible (FRL) students to a Mean Scale Score of 739 (actual MSS = 746.5), and an increase in elementary level Academic Achievement in CMAS Math for FRL students to a Mean Scale Score of 735 (actual MSS= 736.8). The target of a Median Growth Percentile of 56 in English Language Arts at the elementary level was also reached (actual MGP = 70).

    Due to an inadequate student count for FRL students (n<20) we are unable to comment on targets set around Median Growth Percentile for this disaggregated group.

    The school did not meet its targets for middle school level Academic Achievement in Math on CMAS, or its elementary level Academic Growth target. The school also fell short of reaching its targets related to kindergarten through third grade literacy, although there are positive improvements in this area.
     


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

    We believe that the Major Improvement Strategies we are focusing on will continue to yield positive results in the realms of student academic achievement and growth. As we turn our targets toward middle school and K-3 literacy, focusing on staff professional development and collaboration, in conjunction with improved implementation of academic interventions, will be crucial to success.

    Current Performance

    Mountain Sage Community School was assigned a Performance Plan rating in its 2019 School Performance Framework (SPF), earning 84.9/100 total percentage points, meeting the 95% Accountability Participation Rate. Mountain Sage Community School served kindergarten through eighth grade students in the 2018/2019 school year. As such, the school's SPF outlines Academic Achievement and Academic Growth for Elementary and Middle school students assessed. Both Elementary and Middle met Academic Achievement expectations and exceeded Academic Growth expectations. The story told by this academic data is the same told by all successful Waldorf-inspired charter school's throughout the United States: Waldorf-inspired charter schools that successfully implement arts-integrated, Common Core Standard-infused academic programming, and build upon the foundation of a primarily play-based kindergarten and developmentally appropriate literacy and math in early elementary, create students that meet and/or exceed expectations in the upper grades. 

    Elementary Academic Growth data indicates a Median Growth Percentile of 70 in English Language Arts (ELA) and 64 in Math. Academic Growth data is not available for disaggregated groups due to low students count (n<20). Academic Achievement expectations were met in all content areas. Students eligible for Free/Reduced-Price Lunch also met Academic Achievement expectations in all content areas, an positive improvement from the previous year. 

    Middle school students performed strongly meeting Academic Achievement expectations in all ELA and Math, and exceeding expectations in Science. Middle school level Academic Growth data indicates a Median Growth Percentile of 59 in English Language Arts and 65 in Math. Middle school level data is not available for disaggregated groups due to low student count.

    The challenge and opportunity to continually improve will always be a focus at Mountain Sage Community School, regardless of our SPF plan type. We are thrilled with the overall student achievement and growth overall. The enormous leap from Turnaround (2014 SPF) to maintaining a Performance rating since our 2016 SPF cannot be overstated. Now, with data collected over multiple years, Mountain Sage can begin to hone its focus further, designing and implementing quality professional development and student intervention to improve all areas of our educational program. As a charter school inspired by Waldorf education, we must make strategic efforts to align and integrate Colorado Academic Standards. Data show our efforts to accomplish this goal have ben successful.

    With regard to course offerings, all students participate in the same school course offerings relative to their grade level peers, creating a level playing field in terms of access to and participation in specific school coursework.
     

    Trend Analysis

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

    As measured by DIBELSNext, percentage of kindergarten through third grade students who read at benchmark/grade level at end-of-year increased (2015 = 48%; 2016 = 48%; 2017=45%; 2018 = 31%, 2019= 33.5%). The percentage of kindergarten through third grade students identified as having a Significant Reading Deficiency at end-of-year decreased, (2015 = 37%; 2016= 42%; 2017 = 47%; 2018 = 58%; 2019= 52.5%).
    Trend Direction: Increasing
    Performance Indicator Target: Academic Achievement (Status)

    Elementary level Academic Achievement in CMAS English Language Arts steadily increased from 2016 to 2019 (2016 = 736 Mean Scale Score (MSS); 2017= 737.8 MSS; 2018= 747.1 MSS; 2019= 752.3 MSS). Mountain Sage performed above the state average for elementary CMAS ELA in spring 2019. (Source: SPF)
    Trend Direction: Increasing
    Performance Indicator Target: Academic Achievement (Status)

    Elementary level Academic Achievement in CMAS Math steadily increased from 2016 to 2019 (2016 = 726.3 Mean Scale Score (MSS); 2017= 732.4 MSS; 2018= 736.7 MSS; 2019= 738 MSS). Mountain Sage was on par with the state average for elementary CMAS Math in spring 2019. (Source: SPF)
    Trend Direction: Increasing then decreasing
    Performance Indicator Target: Academic Achievement (Status)

    Elementary level Academic Achievement in Science CMAS fluctuated between 2016 and 2019 (2016 = 644.3 Mean Scale Score (MSS); 2017= 603.7 MSS; 2018= 645.2 MSS; 2019= 616.2). Mountain Sage performed above the state average for elementary CMAS Science in spring 2019. (Source: SPF)
    Trend Direction: Decreasing then increasing
    Performance Indicator Target: Academic Achievement (Status)

    Middle school level Academic Achievement in CMAS English Language Arts has fluctuated from 2016 to 2019 (2016 = 763.5 Mean Scale Score (MSS); 2017= 758.6 MSS; 2018= 745.9 MSS; 2019= 751.6 MSS). Mountain Sage performed above the state average for middle school ELA on CMAS in spring 2019. (Source: SPF)
    Trend Direction: Stable
    Performance Indicator Target: Academic Achievement (Status)

    Middle school level Academic Achievement in CMAS Math fluctuated slightly from 2016 to 2019 (2016 = 738.7 Mean Scale Score (MSS); 2017= 741.9 MSS; 2018= 738.4 MSS; 2019= 739.5 MSS). Mountain Sage performed above the state average for middle school CMAS Math in spring 2019. (Source: SPF)
    Trend Direction: Stable
    Performance Indicator Target: Academic Achievement (Status)

    As measured by NWEA MAP, the percentage of students at or above norm grade level mean RIT each spring has increased and is now generally stable, (2014, 3rd-5th grade students assessed in Reading=53%, Math=28%, Language Usage=46%; 2015, 3rd-6th grade students assessed in Reading=60%, Math=39%, Language Usage=56%; 2016, 3rd-7th grade students assessed in Reading=67%, Math=52%, Language Usage=62%; 2018, 3rd through 7th grade students assessed in Reading=66%, Math=46%, Language Usage=63%; 2019, 3rd-8th grades students assessed in Reading= 68%, Math=47%, Language Usage=62%).
    Trend Direction: Decreasing
    Performance Indicator Target: Academic Growth

    Middle school level Academic Growth in CMAS English Language Arts decreased from 2016 to 2019 (2016 = 82 Median Growth Percentile (MGP); 2017= 64 MGP; 2018= 62 MGP; 2019= 59 MGP). (Source: SPF)
    Trend Direction: Stable
    Performance Indicator Target: Academic Growth

    As measured by NWEA MAP, the percentage of students who reached their individual projected growth targets from fall to spring has increased and is now generally stable, (2014 Reading=29%, Math=33%, Language Usage=35%; 2015 Reading=46%, Math=47%, Language Usage=50%; 2016 Reading=70%, Math=60%, Language Usage=48%; 2017 Reading=68%, Math=62%, Language Usage=64%; 2018 Reading=57%, Math=60%, Language Usage=58%; 2019 Reading=65%, Math=62%, Language Usage=55%).
    Trend Direction: Decreasing
    Performance Indicator Target: Academic Growth

    Middle school level Academic Growth in CMAS Math decreased from 2016 to 2019 (2016 = 82 Median Growth Percentile (MGP); 2017= 72 MGP; 2018= 70 MGP; 2019= 65 MGP). (Source: SPF)
    Trend Direction: Increasing
    Performance Indicator Target: Academic Growth

    Elementary level Academic Growth in CMAS English Language Arts steadily increased from 2016 to 2019 (2016 = 36 Median Growth Percentile (MGP); 2017= 55 MGP; 2018= 62.5 MGP; 2019= 70 MGP). (Source: SPF)
    Trend Direction: Decreasing then increasing
    Performance Indicator Target: Academic Growth

    Elementary level Academic Growth in CMAS Math fluctuated from 2016 to 2019 (2016 = 58 Median Growth Percentile (MGP); 2017= 69 MGP; 2018= 58.5 MGP; 2019= 64 MGP). (Source: SPF)
    Trend Direction: Increasing
    Performance Indicator Target: Disaggregated Achievement

    Elementary level Academic Achievement in CMAS English Language Arts for Free/Reduced Lunch Eligible (FRL) students increased between 2016 and 2019 (2016 = 728.9 Mean Scale Score (MSS); 2017= 736.3 MSS; 2018= 736.4 MSS; 2019= 746.5 MSS). FRL eligible students at Mountain Sage performed above the state average for FRL eligible students in CMAS ELA in spring 2019. (Source: SPF)
    Trend Direction: Increasing
    Performance Indicator Target: Disaggregated Achievement

    Elementary level Academic Achievement in CMAS Math for Free/Reduced Lunch Eligible (FRL) students increased between 2016 and 2019 (2016 = 718.9 Mean Scale Score (MSS); 2017= 725.8 MSS; 2018= 730.5 MSS; 2019= 736.8 MSS). FRL eligible students at Mountain Sage performed above the state average for FRL eligible students in CMAS Math in spring 2019. (Source: SPF)

    Additional Trend Information:

    Multiple years of NWEA MAP data shows a pattern of increase toward general stability in achievement and growth in reading, math, and language usage.

    Mountain Sage Community School now has four years of CMAS data and corresponding School Performance Frameworks to analyze. Trends can now be identified. Mountain Sage shows an trend of increase toward stability with downward fluctuations in some areas of academic achievement and growth.

    The school utilizes DIBELSNext as an early literacy assessment in compliance with the Colorado READ Act. We are seeing positive improvements in this area, and it remains true that our school's unique mission as a Waldorf-inspired charter school affects the early literacy landscape. Our kindergarten is primarily play-based, with direct academic instruction beginning more strongly in first grade. This, and our small population, tends to lead to skewed K-3 early literacy data for our school. However, the current downward trend needs to be given proper attention in order to ensure a place of more stable, balanced results. We aim to increase the percentage of K-3 students reading at benchmark/grade level, and decrease the number K-3 students identified as having a Significant Reading Deficiency. We will further early literacy achievement and growth through scientifically-based instruction and intervention that is aligned with our school's mission and vision.

    We attribute our overall positive growth and accomplishment as a school to implementation our school’s UIP, improved in school culture around the importance of formal assessment, and the work of our dedicated faculty in implementing our school's unique mission and vision. 

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Increase Middle School Academic Growth

    From 2016 to 2019, Middle school level Academic Achievement in CMAS English Language Arts fluctuated, with Math remaining relatively stable. Middle school level Academic Growth in both ELA and Math have decreased since 2016. Although our middle school students are performing above the state average on CMAS, this decreasing growth trend must be addressed systematically and collaboratively in order to help our students continue to grow.


    Root Cause: Inadequate Targeted Professional Development and Collaboration

    Inadequate amount of targeted professional development and focused faculty collaboration toward standards integration and ongoing program development.

    Root Cause: Inadequate Academic Intervention

    Inadequate levels of targeted, research-based interventions due to lack consistency in school intervention processes and low number of support personnel.


    Priority Performance Challenge:  Increase Early Literacy Achievement

    Although we see an overall improvement in K-3 literacy achievement between spring 2018 and spring 2019, (increase in percentage of students reading at or above benchmark, and reduction in percentage of students identified as having a Significant Reading Deficiency) there is still much work to be done in order for our school to reach its targets in this area. Continuing our focused effort in this realm is essential.


    Root Cause: Inadequate Targeted Professional Development and Collaboration

    Inadequate amount of targeted professional development and focused faculty collaboration toward standards integration and ongoing program development.

    Root Cause: Inadequate Academic Intervention

    Inadequate levels of targeted, research-based interventions due to lack consistency in school intervention processes and low number of support personnel.


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

    Mountain Sage Community School does not have any major programmatic concerns, so we have selected Priority Performance Challenges that correlate with areas we aim to to monitor and improve. Although we are very proud to have maintained a Performance rating on our SPF for the past three years, there is room for improvement to help ensure we are best serving students.

    SPF data indicated that our middle school needs further focused support planning and monitoring around ELA and Math.

    Monitoring and improvement of our early literacy instruction and intervention is currently in progress. Bringing attention to this area in our UIP will help to focus our strategic efforts.

     

    How were the Root Causes were selected and verified:

    In order to meet the demands set forth in Mountain Sage Community School’s Priority Performance Challenges, two root causes and corresponding major improvement strategies have been identified. They are similar to the root causes selected in the school's past UIPs. Through the steadfast implementation of these plans we have seen incredible, positive academic development. Yet, there is still more work to be done in these areas in order to address our currently identified Priority Performance Challenges. Root causes were determined through critical analysis of a variety of ideas that emerged as possible root causes during the UIP development process. Current assessment data, structured faculty feedback and evaluations, as well as faculty and board discussions focused on strengthening various areas of our school’s operations to ensure the continued academic development.

    These root causes are:

    1. Inadequate Targeted Professional Development and Collaboration - Inadequate amount of targeted professional development and focused faculty collaboration toward standards integration and ongoing program development.
    2. Inadequate Academic Intervention - Inadequate levels of targeted, research-based interventions due to lack consistency in school intervention processes and low number of support personnel.

    Additional Narrative / Conclusion

    The Major Improvement Strategies designed by Mountain Sage Community School have been chosen to address directly the identified root causes, through specific, measurable, and attainable actions. The school’s Major Improvement Strategies are currently being implemented and expanded upon continually. The Mountain Sage Community School administration, faculty, and board appreciate the increased level of detail and planning the process of UIP development affords our school with regard to Major Improvement Strategy development and implementation.

    The school’s Major Improvement Strategies are:
    1. Continue to improve implementation of targeted professional development, faculty collaboration toward standards integration and program development, and teacher mentoring.
    2. Continue to improve implementation of research-based models of intervention, internal procedures, and increased personnel to ensure students receive the support required to improve academic achievement and growth.
    In addition to the Major Improvement Strategies, Mountain Sage will continue to improve its use of the National Standards for Family-School Partnership to ensure family engagement is maximized toward academic achievement and growth. We will continue to take concrete steps to ensure that Mountain Sage Community School is a welcoming place to all families in the school community that: communicates effectively with families; gives parents a clear understanding of how they can support student success; empowers families to be advocates for their own and other children; sees families as equal partners in decisions that affect the school community; and maximizes partnerships within the Fort Collins community to expand opportunities for students.

    Mountain Sage Community School is a young school with a varied student and faculty composition that is continuously striving to move toward united and consistent culture and practices. The process of UIP development offers the opportunity to further define and articulate the methods that will enable the school to reach its highest vision and functionality as a K-8 charter school inspired by Waldorf education and sustainable living. By actively and strategically collaborating around clear actions, Mountain Sage will reach its goal of creating an inspiring place of learning for children while becoming a positive and progressive fixture in the Fort Collins community for years to come.
     

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    Implement Improved Professional Development, Collaboration, and Observation

    What will success look like:

    		Continue to improve implementation of targeted professional development, faculty collaboration toward standards integration and program development, and teacher mentoring.

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

    		Research shows that targeted professional development, teacher peer mentoring, and strategic and collaborative program design improves outcomes for schools.

    Associated Root Causes:

    Inadequate Targeted Professional Development and Collaboration: Inadequate amount of targeted professional development and focused faculty collaboration toward standards integration and ongoing program development.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Peer Mentoring 1) Plan peer observation/mentoring calendar for all teachers each fall, scheduling collaborations meetings to occur during faculty meeting time; 2) Review goals/criteria for each peer observation aligned to best practices in Waldorf-inspired charter school; 3) Personnel Committee will continue to follow up with teachers about peer observation experience and use this data to make improvements to this process. 04/23/2020
    06/01/2021
    Quarterly     		School Director, Personnel Committee, Teachers Partially Met
    Teacher Observation by Administration 1) A log (date, time, and content of observation) of informal observations and meetings with teachers is kept by the Director of Curriculum & Instruction; 2) School Director and Director of Curriculum & Instruction will discuss observations at their weekly meeting, and any concerns will be addressed within one week; 3) Director of Curriculum & Instruction and School Director do parallel observations/evaluation of main lessons and subjects classes each spring, with concerns addressed in a timely fashion during the Appreciative Inquiry Performance Review Process with the teacher. 04/23/2020
    06/01/2021
    Monthly     		School Director, Director of Curriculum & Instruction, Teachers Partially Met
    Resource Library 1) Continue to build our list of online common core & Waldorf education resources to be organized and cataloged each spring; 2) Printed common core and Waldorf education resources inventoried/organized each spring; 3) Continue to refine comprehensive scope and sequence document that reflects strategies, tools, and specifics to grade level to Colorado Academic Standards integration that exists on faculty shared drive; 4) Faculty training to ensure familiarity with resources each fall prior to school start. 04/23/2020
    06/01/2021
    Quarterly     		School Director, Director of Curriculum & Instruction, Teachers Partially Met
    Professional Development 1) 90% attendance at all in-house professional development sessions; 2) Minutes and/or materials from professional development sessions made available for reference on faculty shared drive; 3) Review effectiveness of each professional development session through faculty discussion and survey each spring. 04/23/2020
    06/01/2021
    Monthly     		School Director, Personnel Committee, Teachers Partially Met

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Targeted Professional Development
    		Establish an annual professional development calendar that includes professionally facilitated sessions and targeted collaboration, on topics such as: differentiation strategies, scope and sequence development, Waldorf-inspired methods of integration of Colorado Academic Standards, using assessment data to track standards proficiency, peer mentoring. 04/23/2020
    10/01/2020     		$2000 for annual operational budget School Director, Director of Curriculum & Instruction, Personnel Committee, Faculty Members In Progress
    Teacher Resource Library
    		Continue to research and develop a teacher resource library where both Waldorf resources and resources aligned to Colorado Academic Standards are well organized and readily available. 04/23/2020
    10/01/2020     		$1000 from annual operational budget School Director, Director of Curriculum & Instruction, Faculty Members In Progress
    Leveraging Peer Mentoring
    		Regular targeted peer observations including reflection and mentoring time to strengthen classroom best practices, Colorado Academic Standards integration, and students' standard proficiency. 04/23/2020
    06/01/2021     		Weekly faculty meeting time dedicated to teacher peer mentor collaboration and reflection. School Director, Personnel Committee, Teachers In Progress
    Teacher Observation and Evaluation by Administration
    		Frequent informal observations of all teachers with timely feedback by the Director of Curriculum & Instruction. Comprehensive observations of class teachers in the fall (preliminary) and spring (summative evaluations). 04/23/2020
    06/01/2021     		Properly scheduled observation and evaluation time throughout the school year School Director, Director of Curriculum & Instruction In Progress

    Improve Implementation of Academic Interventions

    What will success look like:

    		Continue to improve implementation of research-based models of intervention, school processes, and increase personnel levels to ensure students receive the support required to improve academic achievement and growth.

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

    		Research shows that specific, data driven, and research-based interventions for students improves student growth. Cohesive, culturally responsive intervention processes and practices that align with school culture are essential as well.

    Associated Root Causes:

    Inadequate Academic Intervention: Inadequate levels of targeted, research-based interventions due to lack consistency in school intervention processes and low number of support personnel.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    Class Supports 1) Determine scheduling of support staff based on known needs of students; 2) Build in weekly time for teacher and support staff to communicate/collaborate, to ensure goals of class support are achieved to increase student proficiency. 04/23/2020
    06/01/2021
    Weekly     		School Director, Personnel Committee, Teachers Partially Met
    Scheduling 1) Collect data on current student intervention groups and anticipated additional support needs for the next school year; 2) Develop weekly schedule draft for the upcoming school year by the end of each current school year; 3) Integrate any necessary schedule changes within the first month of each new school year, utilizing updated student data as it becomes available in the fall. 04/23/2020
    06/01/2021
    Monthly     		School Director, Interventionists, Teachers Partially Met
    Refining Intervention Procedures 1) Intervention Committee and relevant support staff review current intervention pathways, procedures, and practices; 2) Articulate needed revisions to intervention procedures based on best practices and consideration of school resources; 3) Collaborate with School Director to finalize procedures and establish staff training schedule for fall teacher development days prior to school start. 04/23/2020
    08/01/2020
    Monthly     		Intervention Committee, School Director, Teachers, Support Staff Partially Met
    Student Success Team (SST) Development 1) Continue to improve pre and post planning for SSTs through clearly established goals, processes, documentation of interventions, and follow-up; 2) Clearly define roles and responsibilities of all parties involved in SST and intervention process; 3) Improve communication strategies to ensure selected intervention strategies for a particular student are communicated to all relevant teachers. 04/23/2020
    08/01/2020
    Weekly     		School Director, Intervention Committee, Teachers, Support Staff Partially Met
    Data Team Meetings 1) Grade level data teams identified each fall prior to school start; 2) Data Team meetings occur every other month during faculty meeting time and after benchmark assessments are administered; 3) Minutes from sessions that reflect general strategies, tools etc. will be maintained in a sharable format. 04/23/2020
    06/01/2021
    Monthly     		Teachers, School Director, Intervention Committee Partially Met

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Class Supports
    		Strategic use of support personnel and functional scheduling to aid teachers in implementation of intervention strategies 04/23/2020
    10/01/2020     		Allotted time for in class supports and adequate staff collaboration School Director, Teachers, Support Staff In Progress
    Refining Prodecures
    		Review and refine current school approach to academic intervention to ensure better responsiveness to needs 04/23/2020
    09/01/2020     		Faculty meeting time for collaboration School Director, Intervention Committee, Teacher, Support Staff In Progress
    Student Success Team
    		Improve capacities and follow through of Student Success Team (SST) work. Intervention Committee members support this work, providing oversight and tracking of implementation of SSTs to ensure effectiveness. 04/23/2020
    09/01/2020     		Faculty meeting time for collaboration and development School Director, Intervention Committee, Teachers In Progress
    Data Teams
    		Establish grade level data teams to ensure assessment data (NWEA MAP, DIBELSNext, AIMSweb, other local assessments, and student portfolio review data) is used to inform instructional planning decisions. 04/23/2020
    09/01/2020     		Faculty meeting time for collaboration and development School Director, Teachers, Intervention Committee In Progress
    Scheduling
    		Create a weekly intervention schedule to ensure maximum efficiency in student intervention. 04/23/2020
    09/01/2020     		Faculty meeting time for collaboration School Director, Interventionist, Teachers In Progress

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : Increase Middle School Academic Growth

    Performance Indicator:

    		 Academic Growth

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2019-2020: When measured next, the Middle School level Median Growth Percentile/Rate will increase to 69 MGP for CMAS Math. When next measured, the Middle School level Median Growth Percentile/Rate will increase to 63 MGP for CMAS English Language Arts. *2019/2020 assessments and target setting are impacted by COVID-19 school closure.
    2020-2021: When measured next, the Middle School level Median Growth Percentile/Rate will increase to 73 MGP for CMAS Math. When next measured, the Middle School level Median Growth Percentile/Rate will increase to 67 MGP for CMAS English Language Arts.

    INTERIM MEASURES FOR 2019-2020:

    		 NWEA MAP, formative assessments, student portfolio reviews. *2019/2020 assessments have been impacted by COVID-19 school closure.

    Priority Performance Challenge : Increase Early Literacy Achievement

    Performance Indicator:

    		 Academic Achievement (Status)

    Measures / Metrics:

    		 ELA
    ANNUAL
    PERFORMANCE
    TARGETS
    2019-2020: As measured by DIBELSNext, 37% percent of kindergarten through third grade students will be reading on benchmark/grade level at end-of-year. The percentage of kindergarten through third grade students identified as having a Significant Reading Deficiency in at end-of-year will be 48%. *2019/2020 assessments and target setting are impacted by COVID-19 school closure.
    2020-2021: As measured by DIBELSNext, 41% percent of kindergarten through third grade students will be reading on benchmark/grade level at end-of-year. The percentage of kindergarten through third grade students identified as having a Significant Reading Deficiency in at end-of-year will be 44%.

    INTERIM MEASURES FOR 2019-2020:

    		 DIBELSNext, formative assessments, student portfolio review. *2019/2020 assessments have been impacted by COVID-19 school closure.

    Attachments List

    © 2017 State of Colorado