DOS RIOS ELEMENTARY SCHOOL UIP 2017-18 District: Greeley 6   |  Org ID: 3120  |   School ID: 2222  |   Framework: Priority Improvement Plan: Meets 95% Participation  Open
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UIP Narrative Brief Description Prior Year Targets Current Performance Trend Analysis Priority Performance Challenges Root Causes

Priority Performance Challenges

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Directions: Based upon your analysis of trends, select a limited number (no more than three or four) of Priority Performance Challenges (PPCs). Provide a rationale for why these challenges have been selected and address the magnitude of the performance challenges. View the Quality Criteria for the Priority Performance Challenges section.

Notable Trends:
(from previous section)

Disaggregated Achievement: Dos Rios "Students with Disabilities" received a "Does Not Meet" rating in the areas of English Language Arts and Math achievement on CMAS/PARCC spanning the 2015-2017 school years, falling significantly below the 50th percentile (1st) in both assessments. This is a notable trend, as this group of students demonstrates the widest achievement gap. (Source: 2016 SPF and 2017 SPF)

Disaggregated Growth: Dos Rios students identified as needing an Individualized Education Plan (IEP) grew at the 36th percentile (2016) and 37th percentile (2017) in the area of English Language Arts growth on CMAS/PARCC between the 2015-2017 school years, falling significantly below the 50th percentile. This is not a notable trend, as Dos Rios students were consistent with district and state percentile ranks. (Source: 2016 SPF and 2017 SPFs)

Disaggregated Growth: Dos Rios students identified as needing an Individualized Education Plan (IEP) grew at the 36th percentile in 2016 and 30th percentile in 2017 in the area of Math growth on CMAS/PARCC between the 2015-2017 school years, falling significantly below the 50th percentile. This is a notable trend, as Dos Rios students were below the state percentile rank (41th and 42nd, respectfully). (Source: 2016 SPF and 2017 SPF)

Student Behavior: Dos Rios student behavior for non-state-reportable offenses has declined slightly in 2016, then increased slightly in 2017, while state-reportable offenses grew slightly in 2016, then significantly in 2017. This is not a notable trend, as there are many contributing variables to this trend, such as increased student enrollment and changes in administration. (Source: Local data source, Infinite Campus).

English Language Development and Attainment: Dos Rios students identified as English Learners demonstrated lower achievement in the areas of English Language Arts, Math, and Science on CMAS across the 2015-2017 school years, falling significantly below their peers' performance when measured by achievement at Level 4 or above on CMAS (see Addendum, Tables 7 & 8). (Source: SchoolView; SchoolCity) This is a notable trend, as the discrepancy in the achievement gap is in the double-digits.

Academic Achievement (Status): Dos Rios students in 5th grade show declining achievement on the CMAS/PARCC ELA assessment (Level 4+) across the 2015-2017 school years (see Addendum, Table 3). This continues to be a notable trend because of continuing to demonstrate declining achievement over time. (Source: SchoolView; SchoolCity)

Academic Achievement (Status): Dos Rios students in 5th grade show declining achievement on the CMAS/PARCC Math assessment (Level 4+) across the 2015-2017 school years (see Addendum, Table 4). This continues to be a notable trend because of continuing to demonstrate declining achievement over time. (Source: SchoolView; SchoolCity)

Disaggregated Growth: Dos Rios students identified as White decreased in growth from the 50th percentile in 2016 to the 28th percentile in 2017 in the area of ELA growth on CMAS/PARCC between the 2015-2017 school years, falling significantly below the 50th percentile. This is a notable trend, as Dos Rios White students were significantly below district and state percentile ranks (44th and 52nd, respectfully). (Source: 2016 SPF and 2017 SPF)

Disaggregated Growth: Dos Rios students identified as White decreased in growth from the 56.5th percentile in 2016 to the 30th percentile in 2017 in the area of Math growth on CMAS/PARCC between the 2015-2017 school years, falling significantly below the 50th percentile. This is a notable trend, as Dos Rios White students were significantly below district and state percentile ranks (39th and 52nd, respectfully). (Source: 2016 SPF and 2017 SPF)

Disaggregated Growth: Dos Rios students identified as Male decreased in growth from the 50th percentile in 2016 to the 28th percentile in 2017 in the area of ELA growth on CMAS/PARCC between the 2015-2017 school years, falling significantly below the 50th percentile. This is a notable trend, as Dos Rios Male students were significantly below district and state percentile ranks (40th and 47th, respectfully). (Source: 2016 SPF and 2017 SPF)

Disaggregated Growth: Dos Rios students identified as Male decreased in growth from the 59th percentile in 2016 to the 33rd percentile in 2017 in the area of Math growth on CMAS/PARCC between the 2015-2017 school years, falling significantly below the 50th percentile. This is a notable trend, as Dos Rios Male students were significantly below district and state percentile ranks (42nd and 51st, respectfully). (Source: 2016 SPF and 2017 SPF)

Performance Challenge(s)

Disaggregated Achievement and Growth for Students with Disabilities in ELA/Math
Dos Rios Students with Disabilities are significantly behind in the area of academic achievement in ELA and Math, in comparison to the state percentile rank ELA (1st), Math (1st). (Source: 2016 SPF and 2017 SPF). Students with Disabilities are consistent with district and state Median Growth Percentiles (MGP) in English Language Arts, but are well below district and state MGP in Math. (Source: 2016 SPF and 2017 SPF).
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Extensive Achievement and Growth Declines
Dos Rios has experienced consistent declines in ELA and Math achievement, particularly for our 5th grade students in the 2015-2017 school years as measured by CMAS/PARCC (Level 4+). Additionally, the disaggregated groups of White students and Male students also experienced relatively flat growth (2015-2016) followed by steep declines in ELA and Math growth (2017) as measured by CMAS/PARCC growth in comparison to district and state Median Growth Percentiles. Students in almost every measured category experienced MGP declines from 2016-2017, often with double-digit declines. (Source: 2016 SPF and 2017 SPF; Addendum, Tables 3 and 4)
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Disaggregated Achievement and Growth for English Language Learners in ELA/Math
Dos Rios English Language Learners have fallen behind their peers in the area of academic achievement in ELA and Math (Source: SchoolView; SchoolCity; Addendum, Tables 7 and 8) English Language Learners are well below district and state MGP in both ELA and Math. ELs grew in the area of ELA at the 34.5th percentile in comparison to their district peers (46th percentile) and state peers (50th percentile). ELs grew in the area of Math at the 32.5th percentile in comparison to their district peers (43rd percentile) and state peers (49th percentile). (Source: 2017 SPF). English Language Learners (WIDA ACCESS-2015) met state expectations for adequate growth earning three (3) of four (4) points eligible for this indicator. (Source: 2016 SPF).
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Provide a rationale for why these challenges have been selected and address the magnitude of the overall performance challenges:

Rationale for Performance Challenge Selection

While almost all student groups experienced broad declines in academic growth on CMAS/PARCC in the 2016-2017 school year, students in the disaggregated groups of English Learners, Students with Disabilities, and 5th grades in particular experienced declines in the are of academic achievement on CMAS/PARCC in the 2016-2017 school year. As was predicted in fall of 2016, failure to promptly address deficiencies across all assessed content areas in the area of academic achievement had resulted in a dropped in our school performance rating from Performance (2014-2016) to Priority Improvement (2017). In the area of growth, Students with Disabilities experienced a decline in Math MGP, while the broad groups of White students and Males also experienced declines in both ELA and Math. Students with Disabililties, White students, and Males represent a large portion of our assessed student body. Additionally, in the area of achievement, English Learners and Students with Disabilities continue to demonstrate a trend of the widest achievement gaps in both ELA and Math among student groups. Our 5th grade students have also shown a steady decline in the area of achievement in both ELA and Math. Again, English Learners, Students with Disabililties, and our 5th grade students represent a large portion of our assessed student body. As such, these challenges represent three areas which our School Accountability Committee and Pedagogical Leadership Team have identified as having a universal application to two targeted disaggregated groups of students (English Learners and Students with Disabilities) while also appealing to the challenge of extensive declines in both achievement and growth for multiple groups of students.

Magnitude of the Performance Challenges

As reported in the Preliminary 2017 School Performance Framework, there were zero (0) ratings in the areas of academic achievement or academic growth which received a single rating of ''Meets'' state expectations. Although the total rating in the area of academic achievement was listed as ''Approaching'' state expectations, the total rating in the area of academic growth was listed as ''Does Not Meet'' state expectations.  The magnitude of these performance challenges are indeed significant. Students with Disabilities perform at the lowest level in English Language Arts (1st percentile) and Math (1st percentile) based on these measures. Additionally, English Learners are the second lowest performing subgroup in both the ELA (9th percentile) and Math (15th percentile) and Science (6th percentile) based on state academic achievement measures. (Source: 2017 SPF) This also reflects a decline from the previous year for English Learners in both ELA and Math. Achievement gaps for both Students with Disabilities and English Language Learners (ELLs) are evident based on both state and local measures. 
 
Insufficient performance in English Language Arts and Math has been identified as a Priority Performance Challenge in our UIPs for many consecutive years due to not meeting state achievement expectations. Student growth as measured by CMAS/PARCC and WIDA has previously contributed to our school's prior Performance ratings in the past three years (2014-2016). However, a steep decline in CMAS/PARCC growth data in both ELA and Math in 2017 and the exclusion of WIDA ACCESS 2.0 data in the current year's School Performance Framework as resulted in a significant drop in our performance rating by two rating levels. The absence of WIDA data in the SPF calculation has resulted in increased weighting of student growth data as measured by CMAS/PARCC. As noted earlier, Dos Rios students experienced broad declines in academic growth on CMAS/PARCC in the 2016-2017 school year in every single category in both ELA and Math, with the exception of Students on an IEP in the area of ELA, which showed a modest gain of 1 MGP from the 36th percentile in 2016 to the 37th percentile in 2017, which was higher than the district (29th percentile) and just below the state (38th percentile). As such, we are within 2 points of a turnaround rating. (Source: 2017 SPF)


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