DOS RIOS ELEMENTARY SCHOOL UIP 2017-18

District: Greeley 6 | Org ID: 3120 | School ID: 2222 | Framework: Priority Improvement Plan: Meets 95% Participation

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Data Narrative

UIP Narrative

Brief Description

Prior Year Targets

Current Performance

Trend Analysis

Priority Performance Challenges

Root Causes

Section III: Step Six - Root Causes

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Directions: Identify at least one root cause for every priority performance challenge. Root causes should address adult actions, be under the control of the school, and address the priority performance challenge(s). Provide evidence that the root cause was verified through the use of additional data. This can be included in the "reflection" box. A description of the selection process for the corresponding major improvement strategies is encouraged. View the Quality Criteria for the Root Causes section.

Priority Performance Challenge:   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).
Area of Focus:

Root Cause (s) Associated with this Performance Challenge [ Add / Associate Root Cause ]

Lack of Quality Tier I Instruction - Students lack Quality Tier I instruction tightly aligned to Colorado Academic Standards and CMAS/PARCC assessments.
Root Cause Category:

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Insufficient Data Team Processes - Teachers and administrators lack a targeted and timely data team process, unpacking standards in relation to unit assessments, identifying gaps in student performance, and adjusting instruction.
Root Cause Category:

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Insufficient Teacher Professional Development - Teachers lack knowledge and training regarding instructional practices including differentiation strategies and rigorous inquiry-based learning for students, in addition to building capacity within our leadership team to support implementation of these strategies within teams.
Root Cause Category:

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Priority Performance Challenge:   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)
Area of Focus:

Root Cause (s) Associated with this Performance Challenge [ Add / Associate Root Cause ]

Lack of Quality Tier I Instruction - Students lack Quality Tier I instruction tightly aligned to Colorado Academic Standards and CMAS/PARCC assessments.
Root Cause Category:

Edit   Unassociate   Delete

Insufficient Data Team Processes - Teachers and administrators lack a targeted and timely data team process, unpacking standards in relation to unit assessments, identifying gaps in student performance, and adjusting instruction.
Root Cause Category:

Edit   Unassociate   Delete

Lack of Experience with Vertical Articulation of Curriculum and Standards - Teachers lack experience with vertical articulation of curricula and standards in the areas of K-5 reading, K-5 writing, K-5 math, K-5 science and social studies needed to develop scope and sequence.
Root Cause Category:

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Insufficient Teacher Professional Development - Teachers lack knowledge and training regarding instructional practices including differentiation strategies and rigorous inquiry-based learning for students, in addition to building capacity within our leadership team to support implementation of these strategies within teams.
Root Cause Category:

Edit   Unassociate   Delete

Lack of Quality Tier I Instruction - Students lack Quality Tier I instruction tightly aligned to Colorado Academic Standards and CMAS/PARCC assessments.
Root Cause Category:

Edit   Unassociate   Delete

Lack of Quality Tier I Instruction - Students lack Quality Tier I instruction tightly aligned to Colorado Academic Standards and CMAS/PARCC assessments.
Root Cause Category:

Edit   Unassociate   Delete

Priority Performance Challenge:   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).
Area of Focus:

Root Cause (s) Associated with this Performance Challenge [ Add / Associate Root Cause ]

Lack of Quality Tier I Instruction - Students lack Quality Tier I instruction tightly aligned to Colorado Academic Standards and CMAS/PARCC assessments.
Root Cause Category:

Edit   Unassociate   Delete

Insufficient Data Team Processes - Teachers and administrators lack a targeted and timely data team process, unpacking standards in relation to unit assessments, identifying gaps in student performance, and adjusting instruction.
Root Cause Category:

Edit   Unassociate   Delete

Insufficient Teacher Professional Development - Teachers lack knowledge and training regarding instructional practices including differentiation strategies and rigorous inquiry-based learning for students, in addition to building capacity within our leadership team to support implementation of these strategies within teams.
Root Cause Category:

Edit   Unassociate   Delete

Lack of Quality Tier I Instruction - Students lack Quality Tier I instruction tightly aligned to Colorado Academic Standards and CMAS/PARCC assessments.
Root Cause Category:

Edit   Unassociate   Delete

Insufficient Teacher Professional Development - Teachers lack knowledge and training regarding instructional practices including differentiation strategies and rigorous inquiry-based learning for students, in addition to building capacity within our leadership team to support implementation of these strategies within teams.
Root Cause Category:

Edit   Unassociate   Delete

Unassociated Root Cause(s)

Provide a rationale for how these Root Causes were selected and verified:

Clear formatting

Beginning in 2014-2015, a root cause analysis was completed by the staff using the Five Whys Root Cause Planning Template protocol finding a needs for academic vocabulary instruction, vertical articulation in writing, and number sense and computational fluency.

Continued analysis of our changes in curriculum and instruction as well as adoption of the IB philosophy has addressed portions of the aforementioned root causes through the adoption of new reading, writing, and math curriculum in 2015-2016. Concurrently, these changes have created new challenges in addressing the perceived root causes with targeted action steps. New reporting procedures have also enabled us to view data with a smaller N, such as with the Students with Disabilities subgroup.

In fall 2016, our full staff and School Accountability Committee again performed a root cause analysis. This process was co-led by both administrators, again utilizing the Five Whys Root Cause Planning Template and the Four-Step Data Analysis and Dialogue protocols. This process was followed by a gallery walk, observing trends in identified root causes of local and state perception data, CMAS data, DIBELS data, and WIDA ACCESS data. This has resulted in further revision to our root cause analysis, as follows:

Focus on Quality Tier I Instruction: Students need quality Tier I instruction, focused on critical thinking strategies and increased exposure to non-fiction materials to build background knowledge. Students in need require appropriate Tier II instruction.
Teacher Professional Development: Teacher knowledge and training regarding new curriculum and differentiation strategies for English Learners.
Vertical Articulation of Curriculum: Vertical articulation of curricula in the areas of reading, K-1 and 2-5, writing, K-5, and math, K-5.
Reading Fluency and Comprehension: Students need regular practice in the Zone of Proximal Development with reading fluency and comprehension both inside and outside of the classroom.

In the summer of 2017, the leadership team engaged in training to support academic discourse and writing, which was identified by our district as a root cause to our collective district academic achievement. From there, our Pedagogical Leadership Team developed strategic plan goals to focus on and monitor these root causes. Our third goal measures academic achievement in literacy and math with the belief that increased use of language to learn will positively impact student performance. An increased focus on the data team process will closely monitor student growth, and bring data discussions to a student level, identifying exactly who has moved and why they moved. As there have been transitions with administration and staff, we identified a need for clearer expectations and a tighter data team process.

Beginning in 2014-2015, a root cause analysis was completed by the staff using the Five Whys Root Cause Planning Template protocol finding a needs for academic vocabulary instruction, vertical articulation in writing, and number sense and computational fluency. Continued analysis of our changes in curriculum and instruction as well as adoption of the IB philosophy has addressed portions of the aforementioned root causes through the adoption of new reading, writing, and math curriculum in 2015-2016. Concurrently, these changes have created new challenges in addressing the perceived root causes with targeted action steps. New reporting procedures have also enabled us to view data with a smaller N, such as with the Students with Disabilities subgroup. In fall 2016, our full staff and School Accountability Committee again performed a root cause analysis. This process was co-led by both administrators, again utilizing the Five Whys Root Cause Planning Template and the Four-Step Data Analysis and Dialogue protocols. This process was followed by a gallery walk, observing trends in identified root causes of local and state perception data, CMAS data, DIBELS data, and WIDA ACCESS data. This has resulted in further revision to our root cause analysis, as follows:
<ul><li>Focus on Quality Tier I Instruction: Students need quality Tier I instruction, focused on critical thinking strategies and increased exposure to non-fiction materials to build background knowledge. Students in need require appropriate Tier II instruction.</li><li>Teacher Professional Development: Teacher knowledge and training regarding new curriculum and differentiation strategies for English Learners.</li><li>Vertical Articulation of Curriculum: Vertical articulation of curricula in the areas of reading, K-1 and 2-5, writing, K-5, and math, K-5.</li><li>Reading Fluency and Comprehension: Students need regular practice in the Zone of Proximal Development with reading fluency and comprehension both inside and outside of the classroom.</li></ul>
In the summer of 2017, the leadership team engaged in training to support academic discourse and writing, which was identified by our district as a root cause to our collective district academic achievement.  From there, our Pedagogical Leadership Team developed strategic plan goals to focus on and monitor these root causes.  Our third goal measures academic achievement in literacy and math with the belief that increased use of language to learn will positively impact student performance.  An increased focus on the data team process will closely monitor student growth, and bring data discussions to a student level, identifying exactly who has moved and why they moved.  As there have been transitions with administration and staff, we identified a need for clearer expectations and a tighter data team process.

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