eDCSD UIP 2020-21 District: Douglas County Re 1   |  Org ID: 0900  |   School ID: 5405  |   Framework: Insufficient State Data: Low Participation^  Open
My School Data Narrative Action Plans Collaboration
UIP Narrative Brief Description Prior Year Targets Current Performance Trend Analysis Priority Performance Challenges Root Causes

Priority Performance Challenges

 Checked Complete & Ready to submit

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)

Student Graduation and Completion Plan: Our 4-year high school graduation rate is continued to increase year over year from 35.2% in 2014 to 69.6% in 2018. This is a notable trend because graduation rates continue to increase but still sit below state the expectation of 85%.

Postsecondary & Workforce Readiness: Our overall 4-year matriculation rate has been inconsistent, going from 34.1% in 2015 to 23.3% in 2016, to 31% in 2017, to 35.4% in 2018, and finally to 41.7% in 2018. This is a notable trend because the rates of students matriculating changes greatly from year to year and while they are currently increasing, still sit well below the state expectation of 59.3%.

Student Graduation and Completion Plan: Our dropout rate has been inconsistent, increasing from 2014 to 2016 (2014= 1.4%, 2015= 2.7%, 2016= 7.4%) and then declining in 2017 to 4.6% and again in 2018 to 3.6%. Our dropout rate decreased again in 2019 to 0% This is notable because drop out rates have trended inconsistently and while currently declining. We now exceed the state expecation.

Performance Challenge(s)

Graduation and Dropout Rates
Our graduation rate is below state expectations and our dropout rate is above state expectations.
Challenge Category: 

 Edit    Delete

Matriculation rates
Our matriculation rate is below state expectations.
Challenge Category: 

 Edit    Delete

Grade level proficiency in Math.
Persistent declining or flat achievement of high school students in math, substantially below state expectations when N size was large enough to generate sufficient data.
Challenge Category: 

 Edit    Delete

[ Add Performance Challenge ]

Provide a rationale for why these challenges have been selected and address the magnitude of the overall performance challenges:

Graduation and Drop Out Rates:
Our system lacks the infrastructure to model and promote student participation and parent involvement related to the implementation of additional instructional support. More definitive participation guidelines need to be established to expand this opportunity to meet student needs at all levels and content areas.  Graduation and drop out rates have not demonstrated consistent improvement and are below state expectations.  Further, we have many interventions being implemented – including a GED pathway, Credit Recovery Programming, Blended Learning, and defined attendance events- to improve graduation and drop out rates, but have not demonstrated consistent or adequate growth.  Further focus on this area is needed and support for this area is addressed in the action steps.

Matriculation:
Our system lacks the infrastructure to model and promote student participation and parent involvement related to the implementation of additional support related to post-secondary participation. More definitive participation guidelines need to be established to expand this opportunity to meet student needs at all levels.  Current systems to demonstrate iCAP requirements are in place, however, student enrollment in post-secondary programming remains limited and below state expectations.  Further focus on this area is needed to increase matriculation rates and support for this area is addressed in the action steps.

Grade Level Proficiency in Math:
Based upon previous test participation trend data and even though insufficient n size is evident in state testing measures in this area, it is recognized an additional priority focus in the area of high school mathematics is necessary. Identified strategies to address the group of students who have demonstrated gaps in mathematics or those who demonstrate below grade level proficiency are being implemented – including a GED pathway, Credit Recovery Programming, Blended Learning, and defined attendance events. With the support of Douglas County School District’s Center for Professional Development,  we are extending our focus on Backward Planning to deepen our knowledge and implementation of quality classroom assessments, data-driven differentiated instruction, and alignment for purposeful instruction. In addition, Student Advocacy with an emphasis on Personalized Learning remains in progress.  Targeted support in mathematics for identified students occurs as part of our Multi-Tiered Systems of Support (MTSS) programming where students receive personalized and targeted instruction in mathematics to address skill gaps and deficiencies.  
 


 Save