Directions: Describe the major improvement strategy(s) for 2017-2018 and 2018-2019 that will address the root causes identified in the data narrative. For each major improvement strategy, identify the root cause(s) that the action steps will address. (Each root cause should be addressed by at least one major improvement strategy.) Give each major improvement strategy a short, descriptive title (under “Name”), describe what the successful implementation of that strategy will look like, and identify the research supporting that strategy. Considering why the strategy is a good fit for your school and including an explanation in the narrative may provide additional precision in strategy implementation and alignment. Finally, if the major improvement strategy is addressing an accountability or grant requirement, indicate that by checking the relevant boxes in the section titled "Accountability Provisions or Grant Opportunities Addressed by this Major Improvement Strategy.” View the Quality Criteria for specific expectations in the Major Improvement Strategies section. These Strategy Guides provide a useful model for strategies, evidence base, and critical actions for successful implementation.
Collaborative planning time Edit
Inquiry-based instructional strategies Edit
Teacher Observations needed in STEM based lessons Edit
Significant influx of student enrollment Edit
Student families transitioning into and out of Mountainside Edit
Out of district/Out of zone student enrollment Edit
Increase rigor in using the speaking and listening standards Edit
Increase use of higher-level vocabulary Edit
Student and teachers actively participate in examining student writing Edit
Prepare students for structure and format of assessment Edit
Instructional program for K-5 Reading instruction is no longer aligned to C.A.S. Edit
Need for math Curriculum Based Measure to benchmark student performance Edit
Describe what success will look like: Fully integrate and implement STEM practices throughout grade levels at Mountainside Elementary School. Root Cause Add Root Cause Inquiry-based instructional strategies: Providing an instructional environment that supports student inquiry, collaboration and problem-solving. Edit Unassociate Teacher Observations needed in STEM based lessons: Teachers have an opportunity to observe modeling of "Inquiry" structured, or Engineering Design Process lessons from peers to observe successful STEM integrated lessons. Edit Unassociate Collaborative planning time: Planning to integrate/embed STEM concepts into cross-curricular lessons Edit Unassociate
Inquiry-based instructional strategies: Providing an instructional environment that supports student inquiry, collaboration and problem-solving. Edit Unassociate
Inquiry-based instructional strategies: Providing an instructional environment that supports student inquiry, collaboration and problem-solving.
Edit Unassociate
Teacher Observations needed in STEM based lessons: Teachers have an opportunity to observe modeling of "Inquiry" structured, or Engineering Design Process lessons from peers to observe successful STEM integrated lessons. Edit Unassociate
Teacher Observations needed in STEM based lessons: Teachers have an opportunity to observe modeling of "Inquiry" structured, or Engineering Design Process lessons from peers to observe successful STEM integrated lessons.
Collaborative planning time: Planning to integrate/embed STEM concepts into cross-curricular lessons Edit Unassociate
Collaborative planning time: Planning to integrate/embed STEM concepts into cross-curricular lessons
Describe what success will look like: Teachers will implement the Colorado Academic Standards for reading, writing, and communication with an evidence based writing task, academic language, and cross-curricular literacy. Root Cause Add Root Cause Increase rigor in using the speaking and listening standards: Staff are working to calibrate grade-level expectations for communication using both the writing standards and the speaking and listening standards. Formative assessment/summative assessment opportunities need to be planned to allow timely feedback through both modes to drive instruction. Edit Unassociate Student and teachers actively participate in examining student writing: Students will analyze text to support claims and conclusions with text-based evidence and language. Staff will work to calibrate scoring using writing rubrics to share strategies to advance student's writing proficiency. Edit Unassociate Prepare students for structure and format of assessment: Teachers will administer writing tasks similar to district and state assessments to prepare students for grade-level expectations. Edit Unassociate Collaborative planning time: Planning to integrate/embed STEM concepts into cross-curricular lessons Edit Unassociate
Increase rigor in using the speaking and listening standards: Staff are working to calibrate grade-level expectations for communication using both the writing standards and the speaking and listening standards. Formative assessment/summative assessment opportunities need to be planned to allow timely feedback through both modes to drive instruction. Edit Unassociate
Increase rigor in using the speaking and listening standards: Staff are working to calibrate grade-level expectations for communication using both the writing standards and the speaking and listening standards. Formative assessment/summative assessment opportunities need to be planned to allow timely feedback through both modes to drive instruction.
Student and teachers actively participate in examining student writing: Students will analyze text to support claims and conclusions with text-based evidence and language. Staff will work to calibrate scoring using writing rubrics to share strategies to advance student's writing proficiency. Edit Unassociate
Student and teachers actively participate in examining student writing: Students will analyze text to support claims and conclusions with text-based evidence and language. Staff will work to calibrate scoring using writing rubrics to share strategies to advance student's writing proficiency.
Prepare students for structure and format of assessment: Teachers will administer writing tasks similar to district and state assessments to prepare students for grade-level expectations. Edit Unassociate
Prepare students for structure and format of assessment: Teachers will administer writing tasks similar to district and state assessments to prepare students for grade-level expectations.
Describe what success will look like: Develop the culture of a collaborative community within Mountainside Elementary School. Root Cause Add Root Cause Significant influx of student enrollment: On base housing in the Mountainside attendance area has been rebuilt and families have been moved into our new neighborhoods. This has resulted in an increase of enrollment of more than 100 students over the past 12 months, and places a greater importance on creating a tight-knit school community. Edit Unassociate Student families transitioning into and out of Mountainside: Families are in a consistent state of flux as they soldiers are deployed and/or their Primary Change of Station is pushed through. This makes it difficult to establish and maintain a culture that is passed down from student to student over the course of years. Edit Unassociate Out of district/Out of zone student enrollment: To address declining enrollment, Mountainside Elementary School has opened up its attendance to students residing outside the traditional attendance area. This has diluted the traditional "neighborhood school feel" and requires the school to work to integrate students into what is expected of Mountainside Elementary School students. Edit Unassociate
Significant influx of student enrollment: On base housing in the Mountainside attendance area has been rebuilt and families have been moved into our new neighborhoods. This has resulted in an increase of enrollment of more than 100 students over the past 12 months, and places a greater importance on creating a tight-knit school community. Edit Unassociate
Significant influx of student enrollment: On base housing in the Mountainside attendance area has been rebuilt and families have been moved into our new neighborhoods. This has resulted in an increase of enrollment of more than 100 students over the past 12 months, and places a greater importance on creating a tight-knit school community.
Student families transitioning into and out of Mountainside: Families are in a consistent state of flux as they soldiers are deployed and/or their Primary Change of Station is pushed through. This makes it difficult to establish and maintain a culture that is passed down from student to student over the course of years. Edit Unassociate
Student families transitioning into and out of Mountainside: Families are in a consistent state of flux as they soldiers are deployed and/or their Primary Change of Station is pushed through. This makes it difficult to establish and maintain a culture that is passed down from student to student over the course of years.
Out of district/Out of zone student enrollment: To address declining enrollment, Mountainside Elementary School has opened up its attendance to students residing outside the traditional attendance area. This has diluted the traditional "neighborhood school feel" and requires the school to work to integrate students into what is expected of Mountainside Elementary School students. Edit Unassociate
Out of district/Out of zone student enrollment: To address declining enrollment, Mountainside Elementary School has opened up its attendance to students residing outside the traditional attendance area. This has diluted the traditional "neighborhood school feel" and requires the school to work to integrate students into what is expected of Mountainside Elementary School students.
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