Narrative on Data Analysis and Root Cause Identification

Description of the School and Comprehensive Needs Assessment

STAKEHOLDER INVOLVEMENT AND PLAN DEVELOPMENT PROCESS
We sought to include as many stakeholders as possible in the development of this improvement plan, including our full building staff, our Pedagogical Leadership Team, our Parent-Teacher Group, and our School Accountability Committee (SAC). During the 2017-2018 school year, we met as a leadership team in September 2017 and with our SAC in September and November 2017 to review our previous years' Priority Performance Challenges, Root Causes, and Major Improvement Strategies and Action Steps. Additionally, we shared progress with the process with members of our Parent-Teacher Group during its September and November 2017 meetings.

Feedback from ongoing analysis during spring and summer 2017 with our pedagogical leadership team prompted the creation of a focused goals document, which we aligned with the major improvement strategies from the current Unified Improvement Plan (UIP) and which reflected Dos Rios' continued work toward becoming an International Baccalaureate (IB) PYP World School. This document, which we titled the Dos Rios Elementary Strategic Plan, is attached to this UIP as an addendum. It underwent numerous revisions this summer and fall in response to information received within our School Performance Framework and CMAS/PARCC student growth report. Feedback was sought from our full staff during professional development sessions in August 2017 and throughout the fall with our Pedagogical Leadership Team. Additional feedback and support with goal writing was provided by district level administrators.

Our Strategic Plan consists of three areas: Academics, Communication, and Tolerance (Culture and Climate). The targets are three academic goals and five focus areas for internal and external communication and culture and climate. The academic school goals are as follows:

Goal #1: By May 2018, all students will engage in Academic Discourse at least 50% of the time as measured by classroom observations utilizing the Student-to-Student Interactions Innovation Configuration.
Goal #2: By May 2018, all students will increase their writing proficiency by a minimum of one (1) level as observed through student writing samples scored by the Being a Writer writing rubric.
Goal #3:  By May 2018, 75% of all students in grades K-5 in mathematics and grades 2-5 in literacy will score at a level 3, 4, or 5 on the unit common assessment and in grades 3, 4 and 5 in mathematics and literacy on the School City benchmark assessment.

Since that time, we have updated our data tables (see addenda), which includes data regarding student demographics, performance, and growth from local and state sources and assessments. This included a review of data from the past three years to inform the basis of our current state and an analysis for root causes and data trends. Data included CMAS/PARCC state assessment results for English language arts, math, and science; WIDA ACCESS 2.0; and local measures including DIBELS and district-created common assessments. The state Preliminary School Performance Framework (SPF) for the current school year reflected a rating drop from Performance (2014-2016) to Priority Improvement (2017). Our entire staff participated in a root cause analysis to analyze the above data during fall 2017. Additionally, our pedagogical leadership team, consisting of a teacher representative from each grade level, school administration, our math coach/Primary Years Programme coordinator, and special area teacher representatives examined and analyzed the SPF and available current state and local assessment results. Our SAC team, including principals, teachers, parents and a community member met in September and November 2017 to examine the results and provide input into the development of our plan. Progress toward prior year's performance targets was compared to the Major Improvement Strategies and Action Steps. A team of school leaders including administration, teachers and instructional coaches, with support from district-level administration, was responsible for the writing and synthesis of the online UIP in its current format.

DEMOGRAPHICS
For the 2017-18 school year, the official count was 525 students. Enrollment from 2014-2017 reflects continued growth with a slight decline in the most recent year. Most recent data from CDE/SchoolView regarding mobility rates demonstrates increased mobility at rates well above state averages [2013: 17.6% (school) vs 16.2% (state); 2014: 16.6% (school) vs 14.5% (state); 2015: 20.8% (school) vs 16.5% (state)]. Enrollment by ethnicity remains relatively unchanged, with approximately 68% Hispanic, 26% White, <1% Black and approximately 4% other ethnicities, including American Indian/Alaska Native, Asian, Hawaiian/Pacific Islander, and students identified as two or more races/ethnicities. Students qualifying for Free and Reduced Meals (FaRM) are slightly on the rise, from 78.4% in 2014, 79.2% in 2015, and 82.3% in 2016. 

The Greeley-Evans School District Six criteria for qualification as a Title I school is based on the percentage of families qualifying for free meals. This percentage is generally adjusted annually. At Dos Rios, a total of 65.12% families qualified for free meals, which minimally meets the 2016-2017 district criteria of 65% for Title I schools. Enrollment of English Language Learners is on a relatively flat three-year trend, reduced slightly in the most recent year. Enrollment of students involved in or identified as receiving special education services has grown slightly in the past three years. The enrollment percentage for students on an Individualized Education Plan in the most recent year was 12.5%, above the expected rate for a school implementing an inclusion model of instruction. Approximately 3 students are involved in or are identified as receiving gifted and talented services (<1%), which is also on a relatively flat three-year trend. Work at the district level reflects increased efforts to identify additional measures to equitably identify students for gifted and talented services in underrepresented populations and exceptionalities.
 
DESCRIPTION OF SCHOOL

Dos Rios Elementary School is now an Authorized International Baccalaureate (IB) school for the Primary Years Programme. IB schools share a common philosophy—a commitment to high quality, challenging, international education that Dos Rios Elementary School believes is important for our students.  We completed our verification visit in September 2017 and received notification in December 2017 that we met or exceeded all components of the IB Standards and Practices. Dos Rios Elementary is now an IB World School and is celebrating our 30th anniversary of the school's opening. Dos Rios currently collaborates with two other IB World Schools within the Greeley-Evans School District: Greeley West High School and Brentwood Middle School. Dos Rios values professional growth, and provides opportunities for staff to attend IB workshops, roundtables and symposiums when possible, as well as two grade-level half-day planning sessions per year supported by the IB Coordinator to reflect, refine and connect standards to planners that frame academic work. For further information about the IB and its programmes, visit http://www.ibo.org.  

The mission of Dos Rios Elementary School is as follows: ''The Dos Rios staff, parents, and community are committed to empowering and encouraging students to become successful life-long learners and leaders in an ever-changing world. We will work together to create challenging and developmentally appropriate learning experiences that emphasize intellectual rigor and high academic standards. Personal integrity and democratic values will be fostered in our students to prepare them to become responsible, reflective and globally conscious citizens. ''

Dos Rios is a priority improvement school for the 2017-2018 school year.  As this is this first time in over three years that Dos Rios has failed to receive a performance rating, a core leadership team was established to quickly reflect on and revise school improvement efforts to significantly impact student performance and growth this year. This core team consists of the building Principal, Assistant Principal, Director of Curriculum, Instruction and Assessment, and three instructional coaches with expertise in the areas of mathematics, literacy and writing, and Direct Instruction.  Support from this leadership group includes data team process refinement, creation of walk-through observation documents, coaching and curriculum supports, and data discussions.  A pedagogical leadership team meets weekly to closely monitor progress and implementation of the developed strategic plan (attached).  The strategic plan includes three primary goals: increased academic discourse through increased purposeful student to student interactions supported by scaffolds and structures; writing growth measured by student writing samples and supported through high-yield pedagogical practices; and increased academic achievement in literacy and math supported through focused data team cycles that meet weekly. Dos Rios values professional growth, and provides opportunities for staff to attend IB workshops, roundtables and symposiums when possible, as well as two grade-level half-day planning sessions per year supported by the IB Coordinator to reflect, refine and connect standards to planners that frame academic work. In December 2017, we also started monitoring student reading phonics and fluency progress through the development of data boards, which cross-reference DIBELS fluency data with our District Six created Phonics Benchmark Assessment.

STAFF QUALITY, RECRUITMENT AND RETENTION
Over the past four years, we have had 17 of our 35 teachers leave us for other teaching positions, opportunities, or retirements. With a growing student population and the fluctuation of our Title I status, we have added or replaced 27 teaching staff during this same period, which increases the need for ongoing professional development and constant retraining of classroom strategies and district curriculum.  As of August 2017, 17 of our 35 licensed teachers are in their first four years of teaching in our district. Fifty-percent of each of our grade level-teams are comprised of teachers newer to the profession and/or our school district. One hundred percent of our licensed teaching staff are highly qualified, as required by Title I.
Recruitment and retention has also faced some challenges within our classified staff due to an inability to maintain pay at local market rates. This was an area of need identified with a call for a Mill Levy Override (MLO) ballot issue in fall of 2016 and 2017. The MLO did not pass in 2016 but has since passed in 2017. Although these additional dollars will not fully address the financial challenges in hiring and retaining quality staff, it is a step in the right direction and also demonstrates increasing community support for our schools and staff.
 
SCHOOL CULTURE AND CLIMATE
In reviewing perception data from recent staff, parent, and student surveys (TELL Colorado staff survey; Spring 2017 District Six/Panorama Education parent and student surveys; 2016 Colorado Education Initiative Student Perception Survey) the following trends were noted staff and members of the School Accountability Committee. Staff and parents feel that increased communication and focus on climate and culture is needed. In addition to having new district curricula in reading, writing, and mathematics and the addition of the International Baccalaureate Primary Years Programme philosophy, a majority of our staff is new to Dos Rios Elementary, which has resulted in a shift in the existing culture and climate. Thus, there is a need for increasing teacher leadership professional development, collaborative team and vertical planning time, and opportunities for reflection to increase depth of understanding of the International Baccalaureate Programme of Inquiry, particularly with Category 2 and 3 IB professional development workshops.

Additional data analysis from the most recent spring 2017 student survey revealed that student perceptions of the Dos Rios Elementary experience is consistent with the perceptions of other District Six K-12 students and other elementary students, rating at or above in three of the four categories. The fourth was within 1% of the district and elementary averages. Areas of notice included needing to increase student-centered learning environments and teachers providing specific and meaningful feedback on student work. As a result, there is a targeted focus in five areas: collective leadership capacity, internal and external communication, climate and culture, creating a welcoming environment, and creating a more inclusive learning environment.

CURRICULUM, INSTRUCTION, AND ASSESSMENT
In the 2015-2016 school year, there were district curricula changes as well as assessment changes.  Curricula changes were in the areas of Reading, Writing, and Math.  With these changes, focus for professional development was provided for teachers in these three areas.  With these curricula changes, assessment changes occurred with Language Arts Common Assessment, Math Common Assessment, and Unit Writing tests.  Within the common assessments, changes were made unit by unit to ensure the assessment was aligned with the standards.  With these amount of changes for our district, building, and teachers, we know this impacted our achievement goals and outcomes, also resulting in inconsistent data points in content areas. 
In 2017, Dos Rios continues to use Reading Mastery Signature Edition (RMSE) for our core literacy program at the kindergarten and first grade levels. Grades second through fifth utilize Reading Wonders. Our writing curriculum, grades K-5, is Being a Writer. The math curriculum is Engage NY, published through Eureka Math. Additionally, staff have embarked on the writing, teaching, and reflecting upon transdisciplinary theme-based units of inquiry, in the development of a school-wide Programme of Inquiry, aligned with IB constructivist philosophy. With the acquisition of increased student electronic devices and content, students in grades K-1 now have access to ST Math and Zearn online content. Social studies and science content is also supplemented through Discovery Education. Teachers also have access to, but infrequently use, Reading A-Z. Calico Spanish is provided as a supplement to our IB PYP-required language course. Our Pedagogical Leadership Team identified Spanish as our IB ''Language B,'' with the input of parents, students, and the full staff in spring 2015.

In response to national (ESSA) and school district calls to increase an inclusion model for instruction and decrease pull-out instructional programs, more students are receiving instruction in their homeroom classrooms with help from specialized support staff. Teachers are planning and co-teaching through a variety of models, including station rotation. RMSE direct instruction groups at the K-1 level continue to operate on a research-proven model of leveled reading groups on a walk-to-read model within grade levels. Decreases in second grade phonics and phonemic awareness performance have prompted the development of an explicit phonics instruction reading intervention program for target instruction, utilizing Phonics for Reading and SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words). Students with Individualized Education Plans in grades 2-5 have access to modified content in a grade-level context with support from their specialist teacher, homeroom teacher, and instructional interventionists. English Language Learners who do not demonstrate adequate growth receive more intensive instruction in small groups during writing and or target instruction blocks.

Students are routinely and systematically assessed to inform progress and instructional planning using state and local assessments. State assessments include CMAS/PARCC and WIDA ACCESS 2.0. DIBELS Next is used through mClass in associate with the ELAT network for beginning, middle, and end of year literacy benchmark assessments and weekly, bi-weekly, and monthly progress-monitoring measures. DIBELS results and progress inform the identification and exit criteria in the development and support of READ Act learning plans. Kindergarten students are also assessed using Teaching Strategies GOLD on a trimesterly basis. Other assessments include locally-developed, content-specific assessments in English language arts (ELA), math, social studies, science, art, music, and physical education in addition to teacher-created formative assessments. Students in grades K-5 are assessed in ELA using a district-created Phonics Benchmark Assessment and in math using Assessing Math Concepts. All students in second grade are assessed with the Cog-AT assessment as a screener for gifted and talented identification and Advanced Learning Plan creation.
 
IMPLEMENTATION BENCHMARKS
Dos Rios staff attends professional development during six full-day planning sessions according to the Teacher Professional Development On-Contract Schedule and school plan. Topics focus upon explicit instruction of standards-based curriculum with district approved resources. Specialist attend content-specific ''Job Alike'' training with other district specials on an ongoing basis throughout the school year. Additionally, beginning in spring 2017, through the Greeley-Evans School District Innovation 2020 Strategic Plan and the English Language Development Masterplan of Success, professional development has been provided to our Culturally Linguistically Diverse team and building leadership team in the implementation of ''High-yield Pedagogical Practices'' through the support of WestEd. Thus far in 2017, these practices have informed the inclusion of Academic Discourse in the Dos Rios Strategic Plan as well as the development of a Milestone Document (see addenda) to identify and measure implementation benchmarks. The Strategic Plan and Milestone Document are tightly aligned to reflect a focus on three targeted academic goals, as previously identified above.

Dos Rios administration, through the assistance of district administration, academic and instructional coaches, and our Pedagogical Leadership Team, have developed clear and measureable goals with supporting documents to progress monitor our success in the implementation of our Strategic Plan and Action Plan. Teachers use these resources to team plan for grade level needs and address priority standards with integration into each unit of inquiry. 100% of all licensed staff have been trained in IB teaching practices, and 95% of teachers will have participated in professional development during monthly sessions and verify use of implementation through walk-through observations and data team analysis.

FAMILY AND COMMUNITY INVOLVEMENT
Relationships with our school community continue to grow stronger.  We host four Parent Education Nights throughout the year that average 120 or more adults and students during each event.  These meetings discuss topics such as ''What is Title I?''; language and writing to support the scientific process; inquiry, literacy, mathematics; parent teacher conferences; and state testing.  We also had several outside vendors at our open house and school kick-off events such as local health and wellness experts, public library representatives, local transportation specialists, and mental health providers. Parents also have increased collaborative opportunities with building administrators during the monthly ''Principal Tea.''
 
We maintain positive relationships with local businesses and organizations throughout the year which support student learning and programs at Dos Rios, such as our Parent Teacher Group (PTG), the Cornerstone Community Church, the Great Outdoors RV Company, Sonic, the Veterans of Foreign Wars Auxiliary, the University of Northern Colorado, Roma's Italian Restaurant, Farmers Insurance, and Rotary International. Through our work with IB, we have formed bonds with other area IB PYP schools, in addition to our vertical continuum partnership with Brentwood Middle School and Greeley West High School (GWHS). Students from GWHS have been instrumental in supporting IB through volunteer hours with the Renaissance Club.

TECHNOLOGY
Through financial support from District Six and our Parent Teacher Group (student fund raising efforts), we now have among the newest technology in the school district. We have also migrated to using Google, G-Mail, Google Drive, and Google Apps for communication and collaboration with stakeholders. Most staff now have Microsoft Surfaces, which allows them to wirelessly interact with content and presentation programs with students. The main computer lab is updated with 33 newer Dell desktop computers, and there are 147 Chromebooks available for student use. Most classrooms have 5-6 Chromebooks each, with a goal of 8-10 each in future years to enable use to more comfortably implement a station rotation model of blended learning with approximately one-third of students receiving online learning supports. Although many other Greeley-Evans School District Six schools are identified as ''blended learning'' schools, Dos Rios is not a blended learning school at this time.
 
With the support of our Parent Teacher Group (PTG) and the development of a technology task force, we have developed a five-year technology plan, which includes the addition of two LCD projectors, 30 external DVD drives, 30 wireless mice and additional headphones and mice, as needed, to support our updated technology need. In 2016, the PTG committed $8,000 to purchase an additional 30 student Chromebooks for the primary grades with an additional $4,000 earmarked in each subsequent year for ongoing technology needs.

STUDENT COURSE TAKING ANALYSIS
At Dos Rios, we strive for all students K-5 in all classrooms have the opportunity for quality Tier I instruction through a least restrictive environment. Additional Tier II supports are available through intervention provided through Title I.  Students who are academically below grade level in reading and math have access to supported learning through an inclusion model and or small group instruction to meet their needs and to acquire the necessary skills to meet the end-of-year grade level goals.  Students who are advanced are challenged also with small group instruction and digital content that advances their skills.

Students have many opportunities for extra-curricular supports and programs outside of the traditional school day. These included MAS (Mexican-American Studies) for students in grades K-5 in partnership with the University of Northern Colorado; a movement and music club ''MOVIC'' (grades 3-5); Hour of Code (grades K-5); Intramural sports (grades 4-5); two soccer teams sponsored by the Colorado Rapids (grades 4-5); and a Title I supported, spring academic after-school program, ''Flight School,'' focused on literacy and math through a study of aviation and flight (grades K-5).

STUDENT ATTENDANCE
Our average daily student attendance rate has traditionally held at or above 95% (see Addendum, Table 1). Structures are in place school-wide to celebrate positive attendance, and students and families with significant attendance challenges are provided with multiple supports in collaboration with outside agencies as part of the development of an attendance improvement plan.

STUDENT BEHAVIOR
In reviewing state-reportable and non-state-reportable behavior offenses from the past three years, there has been a dip and subsequent increase in combined student offenses. There has been a steady increase in the number of state-reportable events resulting in either in-school or out-of-school suspension, and there has been a dip and subsequent increase in the number of non-state-reportable events, which typically are resulting in re-teaching or the completion of a student reflection ''Refocus for Success'' form (see Addendum, Table 2). Dos Rios staff also use the Greeley-Evans School District Six anti-bullying curriculum to teach students the difference between tattling and telling in addition to problem-solving skills through a model of ''Stop, Walk, and Talk.'' Skills are reinforced through re-teaching in the moment.

During the 2015-2016 and 2016-2017 school years, there have been changes in administration, both in the capacity of assistant principal and principal. Additionally, through the work of our Positive Behavior Intervention Support (PBIS) program, we have also shifted away from the Well Managed Classroom/Boys Town Skills behavior response model to a hybrid model informed by IB philosophy and Rachel's Challenge. The growing philosophical shift aligned with the IB PYP program and Rachel’s Challenge places an emphasis on kindness, care, empathy and compassion. Work in the 2015-2016 school year realigned the behavior response pyramid with Rachel's Challenge and the district behavior matrix. Continued alignment in 2016-2017 reflected the increasing adoption and utilization of the language of IB through the IB Learner Profile attributes and IB attitudes. As a result, many of our PBIS systems now reflect the language of IB, including the following:

• ''International Buffalo Bucks''
• Principal Award Winners
• ''IB Brag Tags''
• Classroom, hallway, cafeteria, gymnasium, and playground expectations
• Criteria for lunch with the principal
• Differentiated ''Refocus for Success'' forms for primary/intermediate grades

In reviewing trends in student behavior with the PBIS team, approximately 72% of infractions occur either on the playground or in the classroom. Targeted supports in those areas include the adoption of the school-wide ''Buffaloes Act S.M.A.R.T.'' active listening strategy, Playworks structure for increasing inclusion and activity during play, and increased recess supports to result in decreased behavior referrals during lunch and recess.

Nine staff members attended Playworks training in summer 2016, and implementation of this program began in fall 2016. Although many 67% of those are no longer on staff at Dos Rios, improved systems developed through the School Health Improvement Plan (SHIP) with support of our Personal, Social, Physical Education (PSPE) team and school and district wellness teams have maintained positive physical and social practices during recess times. Increased recess supports include not withholding recess as a punitive response, increasing lunch/recess time, and providing additional supervision during lunch/recess. The latter is supported by our library media specialist and building administration on a daily basis.
 

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Review of Current Performance

• English Language Arts
  • ​English Learners
  • Free/Reduced-Price Lunch Eligible
  • Students with Disabilities (2016 and 2017)
• Math
  • Students with Disabilities (2016 and 2017)
• Science
  • English Learners
  • Students with Disabilities

• English Language Arts
• Math
• Science

• English Language Arts
  • All Students
  • ​English Learners
  • Free/Reduced-Price Lunch Eligible
• ​Math
  • All Students
  • English Learners
  • Free/Reduced-Price Lunch Eligible
  • Students with Disabilities

• English Language Arts
  • Minority Students
  • Students with Disabilities
• Math
  • Minority Students

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Reflection of Priority Performance Challenges

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Reflection on Root Causes

• 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.

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