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.
Lack of Quality Tier I Instruction Edit
Insufficient Teacher Professional Development Edit
Lack of Experience with Vertical Articulation of Curriculum and Standards Edit
Insufficient Data Team Processes Edit
Describe what success will look like: Through a collaborative process we will use a research-based systematic approach, including the thematic, inquiry-based IB PYP, to teach standards-based academics. Root Cause Add Root Cause Lack of Quality Tier I Instruction: Students lack Quality Tier I instruction tightly aligned to Colorado Academic Standards and CMAS/PARCC assessments. Edit Unassociate 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. Edit Unassociate 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. Edit Unassociate 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. Edit Unassociate
Lack of Quality Tier I Instruction: Students lack Quality Tier I instruction tightly aligned to Colorado Academic Standards and CMAS/PARCC assessments. Edit Unassociate
Lack of Quality Tier I Instruction: Students lack Quality Tier I instruction tightly aligned to Colorado Academic Standards and CMAS/PARCC assessments.
Edit Unassociate
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. Edit Unassociate
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.
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. Edit Unassociate
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.
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. Edit Unassociate
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.
Describe what success will look like: Through increased student Academic Discourse and implementation of other High-Yield Pedagogical Practices, we will implement a comprehensive achievement plan for student success in all academic fields. Describe the research supporting this strategy and why it is a good fit for your school: WestEd Root Cause Add Root Cause Lack of Quality Tier I Instruction: Students lack Quality Tier I instruction tightly aligned to Colorado Academic Standards and CMAS/PARCC assessments. Edit Unassociate 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. Edit Unassociate 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. Edit Unassociate
Add Major Improvement Strategy