The Data Narrative section corresponds with the “Evaluate” portion of the continuous improvement cycle. In this section, you will construct a narrative that describes the process and results of the school's analysis of its data. The analysis reported here should justify the performance targets and actions proposed in the Action Plan section. This analysis section includes the following tasks:
1. Identify where the school did not at least meet minimum state and federal accountability expectations
2. Describe progress toward targets for the prior school year
3. Describe what performance data were used in the analysis of trends
4. Identify trends and priority performance challenges (negative trends)
5. Describe how performance challenges were prioritized
6. Identify the root causes of performance challenges
7. Describe how the root causes were identified and verified and what data were used
8. Describe stakeholder involvement in the analysis
Additional guidance on how to engage in the data analysis process is provided at the Unified Improvement Planning Website.
You do not need to enter any information on this sub-tab. The content below will automatically populate as you fill out the other sub-tabs in this section. Follow the directions on each of the following sub-tabs to complete your analysis. Alternatively, if you’d prefer, you can also directly edit these sections by clicking on the links included at the bottom of each section below (e.g., “Edit Brief Description Narrative”).
(Optional) As you complete each sub-tab, you may click the box labeled “Complete & Ready to submit” to help you track your progress through the UIP. If you would like to download an editable DOC file of the content of the UIP Narrative, click the “Download” button at the upper right corner of this sub-tab.
eDCSD: Colorado Cyber School was established in 2008 as a response to increasing demands for educational options and flexibility that would meet the needs of digital-age learners. Since our district already utilizes digital content for purposes of credit recovery, the eDCSD mission is to deliver rigorous courses aligned to district and state standards that employ web 2.0 tools in collaborative, authentic and creative learning environments. Recognizing that not all students learn in the same way and not all students thrive in the same environment, we are providing a service that would not otherwise exist in Douglas County School District. As a Douglas County school, we are committed to delivering a World Class Education through inclusion of Backward Planning, Restorative Practices and Student Advocacy. Our staff leaders from each department at each grade level review and analyze site-based and national data. Observed trends are presented to the School Accountability Committee for consideration and input.eDCSD has been identified as a priority improvement/turnaround school and is currently frozen in year six of the accountability clock. Entering year six in the 2016-2017 school year, the school leadership team and district leadership team convened to discuss performance concerns, CDE recommendations, and options for continuing to serve the students of Douglas County. While all options that CDE presented were considered, the district, school leadership, and school community ultimately felt that the needs of all students could best be met if eDCSD transitioned from a school to an educational program at the end of the 2016/2017 school year. In June of 2017, eDCSD completed our reconfiguration. This change created a K-8 educational program, a 9-12 educational program for at risk students, as well as reconfiguring eDCSD to only a high school serving grades 9-12. The educational programs in conjunction with the eDCSD reconfiguring to a 9-12 school continues to allow for eDCSD to remain a choice for the many DCSD students who need an alternative school setting, flexible schedule to accommodate their learning needs, or continue their path towards a diploma, while addressing the issues leading to turnaround status. In addition, the strong partnership that already exists between eDCSD and the other schools in the district ensured all students continued to have access to a wide range of services, further strengthening the collaboration between schools and district supports.
[Edit Brief Description Narrative ]
Reflection on Prior Year Student Targets and Major Improvement Strategies: We failed to meet our prior year targets. It is hard to determine the exact cause in a year like last year. Having to end they year remotely with no direct interaction with our students probable played a significant role in failing to meet the prior year targets. While we failed to meet the goals we did make progress which I think is significant and shows that we are doing good work. I believe that we will continue to work on these targets and will meet our goals in the near future.. Summary of the adjustments that you will make for this year's plan: One of the adjustments that was mad for this years plan was to make a concerted effort to focus on the social and emotional learning of our students. We thought this was very important in a year when we were in and out of in-person learning and had limited contact with our students. We feel that this will help our students with grit and resiliency and will help them in all aspects of their education and ultimately help us as a school reach our goals.
SEL Assessment Data - Not Deficient in 2 or more skill sets
2022-2023
BOY
2023-2024
2023 - 2024
EOY
All Students
66%
82%
86%
Graduation Rate - 6 Year
Matriculation Rate (4 year)
2017-2018
2018-2019
2019-2020
2020-2021
35.4%
41.7%
45%
52.4%
2-Year Higher Education Institution
18.8%
12.5%
20%
14.3%
4-Year Higher Education Institution
29.2%
25%
Career & Technical Education
4.2%
0%
5%
23.8%
* Based on the School Informational Report
Dropout Rate
3.6%
In most years, Academic Growth and Achievement data is not available for state assessments due to an insufficient n-size.
CO-SAT
2016-2017
--
High School Math Achievement - CMAS - Data is not available due to an insufficient n - size.
Math Achievement - Percentile Rank
All Students - High
[Edit Current Performance Narrative ]
Begin Trend Analysis
Graduation and Dropout RatesOur graduation rate is below state expectations and our dropout rate is above state expectations.
Matriculation ratesOur matriculation rate is below state expectations.
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.
[Edit Priority Performance Challenges Narrative ]
Lack of student engagement
Our system lacks infrastructure to model and promote student participation and parent involvement related to 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.
Lack of infrastructure for supporting all students
Current multi-tiered system of supports is not currently addressing all student academic needs.
School Accountability Community was informed of our performance on ESSA Indicators and the reason for our ESSA identification is Comprehensive Support(CS) low graduation rate. The School Accountability Committee made up of parents, staff, and community members met monthly to discuss, analyze and evaluate current school programming and historical trends. Observations and recommendations were presented to the school’s leadership team on a monthly basis for consideration and feasibility resulting in a continuous exchange of rich ideas and perspectives.
Though increasing the rigor of curriculum and an increased focus on backward planning likely led to improved scores in some content areas and grade levels, isolated student learning data remains a root cause for significant improvement in teaching and learning. We are lacking enough data to adequately determine and impact student growth and achievement. While we conduct pre- and post- exams, record mid-unit scores, utilize common ''core course'' assessments and build a body of evidence for each student; the data does not reside in a central repository where it can be easily accessed and utilized to impact instruction and student achievement. The district implemented a data warehouse, which houses data from district interims, TCAP, NWEA, and DRA2 assessments. However, small n size continues to be an issue in demonstrating root causes for the Priority Improvement Strategies we have identified and/or those we are working on as a school.
School processes and structures were examined to better understand the impacts upon our student performance. Due to a fluctuating funding model, schedules, class sizes, services, and programs have been compromised and are currently being adjusted. The current systems limit our ability to adequately collect and monitor data on student learning, attendance, engagement and demographics in a fashion that can be applied to our existing MTSS process. The district has developed new systems, related to Senate Bill 191, that require complete implementation. In addition, the school model has changed significantly from year to year creating a lack of consistent operational practices. However, staff development around 21st Century Skills and best practices for online teaching and learning as adapted from iNacol have been regularly implemented and enhanced. The Douglas County Strategic plan focus on balanced assessment and world-class education further support increased development in instructional practices, such as backward planning, and quality assessments. The Douglas County School district continues to provide resources to assist us in obtaining our goals through financial support/district budgeting office, Center for Professional Development, IT support, guidance from the Office of the Asst Superintendent and Director of Schools, as well as other various district offices and resources.
Through this process, we repeatedly surfaced the fact that our system lacks a consistent infrastructure used to collect and track data addressing the unique circumstances of an online school. Our analysis shows two root causes as follows:
Lack of student engagement - 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.
Lack of infrastructure for supporting all students - The current multi-tiered system of support is not currently addressing all student academic needs.
Ultimately, in an effort to reorganize the oversight and management structure within the school providing greater and more effective support, eDCSD will utilize the data from our trends analysis and significant needs to continue our focus on major improvement strategies to address the above root causes.
[Edit Root Causes Narrative ]
[Edit Additional Narrative ]