Colorado s Unified Improvement Plan for Schools for 2015-16 Online UIP Report Organization Code: 2690 District Name: PUEBLO CITY 60 Official 2014 SPF: 1-Year Executive Summary How are students performing? Where will school staff be focusing attention? Priority Performance Challenges: Specific statements about the school s performance challenges (not budgeting, staffing, curriculum, instruction, etc.), with at least one priority identified for each performance indicator (achievement, growth, growth gaps, PWR) where the school did not meet federal, state and/or local expectations. DIBELS: Data analysis of DIBELS shows that First Grade continues to be an area of focus. Nonsense Word Fluency continues to be an area of focus in Kindergarten and Oral Reading Fluency continues to be an area of focus in first - third grades. Colorado ACT Scores: In the past three years our cohort of students taking the Colorado ACT the scores have been declining. PARCC Assessments: Our baseline scores indicate most all grade levels are achieving below state expectations. Why is the school continuing to have these problems? Root Causes: Statements describing the deepest underlying cause, or causes, of the performance challenges, that, if dissolved, would result in elimination, or substantial reduction of the performance challenges. Data Analysis: The school team has not fully developed a data analysis process to implement instructional and intervention strategies to address the findings. Remediation: The school will offer ACT tutoring and test preparation in classrooms. What action is the school taking to eliminate these challenges? Major Improvement Strategies: An overall approach that describes a series of related actions intended to result in improvements in performance. Reading Improvement Strategy: This school will train faculty and staff on the use and analysis of data. The school will develop a process and timeline to implement the analysis process. The school will recommend strategies and link strategies to the budget. MEAN CO ACT: To increase the school's mean CO ACT score. Access School Performance Frameworks here: http://www.cde.state.co.us/schoolview/performance CDE Improvement Planning Template for Schools (Version 7.0 Template Last Updated: June 9, 2015) 1
Section II: Improvement Plan Information Improvement Plan Information The school is submitting this improvement plan to satisfy requirements for (check all that apply): State Accreditation Title I Focus School Tiered Intervention Grant (TIG) Colorado Graduation Pathways Program School Improvement Support Grant Other: School Contact Information Name, Title Email Phone Mailing Address Crystal Gallegos, Secondary Principal cjgallegos@chpa-k12.org (719) 334-3493 2727 W. 18th Streeet Pueblo, Colorado 81003 Name, Title Email Phone Mailing Address Lori Montanez, Elementary Principal ldmontanez@chpa-k12.org (719) 369-1064 2500 W. 18th Street Pueblo, Colorado 81003 Additional Information about the School Comprehensive Review and Selected Grant History Related Grant Awards Diagnostic Review, School Support Team or Expedited Review Has the school received a grant that supports the school s improvement efforts? When was the grant awarded? Has (or will) the school participated in a Diagnostic Review, SST or Expedited Review? If so, when? This school has recieved Title 1 Funding at the elementary and middle school levels. The grant was awarded for the 15-16 school year.. This school will not be participating in an SST or Expedited Review. CDE Improvement Planning Template for Schools (Version 7.0 Template Last Updated: June 9, 2015) 2
External Evaluator Has the school partnered with an external evaluator to provide comprehensive evaluation? Indicate the year and the name of the provider/tool used. This school has not partnered with an external evaluator to provide comprehensive evaluation. CDE Improvement Planning Template for Schools (Version 7.0 Template Last Updated: June 9, 2015) 3
Section III: Narrative on Data Analysis and Root Cause Identification This section corresponds with the Evaluate portion of the continuous improvement cycle. The main outcome is to construct a narrative that describes the process and results of the analysis of the data for your school. The analysis should justify the performance targets and actions proposed in Section IV. Two worksheets have been provided to help organize your data analysis for your narrative. This analysis section includes: identifying where the school did not at least meet minimum state and federal accountability expectations; describing progress toward targets for the prior school year; describing what performance data were used in the analysis of trends; identifying trends and priority performance challenges (negative trends); describing how performance challenges were prioritized; identifying the root causes of performance challenges; describing how the root causes were identified and verified and what data were used; and describing stakeholder involvement in the analysis. Implications of Colorado Measures of Academic Success (CMAS) on Data Analysis: During the 2014-15 school year, Colorado transitioned from reading, writing and math TCAP assessments to CMAS PARCC English language arts and math assessments. These assessments measure related, but different content standards and are expected to have different proficiency levels. As a result, updating the data analysis this year (particularly the trend statements) may be more challenging. While the school s data analysis is still expected to be updated, some modifications in typical practice may be needed. 1. Description of School Setting and Process for Data Analysis Provide a very brief description of the school to set the context for readers (e.g., demographics). Include the general process for developing the UIP and participants (e.g., SAC). Description: The mission of Chavez/Huerta K-12 Preparatory Academy is to provide students a challenging, high quality, diverse K-12 learning environment that develops lifelong learners. Our vision is to be the best school of choice to develop college ready students who will become scholars, leaders of great character, and productive citizens of the world. The Unified Improvement Plan is a process that is created by the principals, along with input from staff members utilizing the school performance frameworks, CSAP, and interim inhouse assessments, and then shared with the school board and school accountability committee. Review Current Performance: In the 2014-15 school year, CHPA is approaching expectations for Academic Achievement, Academic Growth, and Postsecondary & Workforce Readiness. The schools overall performance rating is Performance. The school did not meet the state/federal expectations in: Academic Growth at the Elementary level. Academic Growth Gaps in all subjects and sub groups in the Elementary Level. Academic Achievement at the Middle School Level. Academic Growth Gaps in Reading and Math at the Middle School Level. Academic Growth Gaps in Math in all sub group at the High School Level. Post-secondary Workforce Readiness with the ACT Composite score. Trend Analysis: As a school we are declining in academic growth and growth gaps. As a subgroup Students with Disabilities and Minority students need to be our focus for remediation and expectations need to be set higher to achieve the growth we need to see. Priority Performance Challenges: Academic Growth across all grade levels is low and continues to not meet median adequate growth percentile in Math. CDE Improvement Planning Template for Schools (Version 7.0 Template Last Updated: June 9, 2015) 4
The sub groups of Minority Students and Students with Disabilities are not meeting the state expectation in Math at the elementary and middle school levels. Over the past three years, ACT composite scores are below the minimum state expectation of 20. Root Cause Analysis: In looking at our priority performance challenges, we need to offer teachers more professional development in Math and Writing. Including, having consultants on campus to observe teachers in the classroom and offer feedback for improvement of delivery of instruction. Then follow-up observations by consultants, principals, and teacher coach for fidelity of the programs. 2. Prior Year Targets Consider the previous year s progress toward the school s targets. Identify the overall magnitude of the school s performance challenges. Academic Achievement (Status) Prior Year Target: ELA PARCC 3rd Grade 38% 4th Grade 42% 5th Grade 41% 6th Grade 39% 7th Grade 41% 8th Grade 41% 9th Grade - 38% 10th Grade 37% Math PARCC 3rd Grade 37% 4th Grade 30% 5th Grade 30% 6th Grade 32% 7th Grade 27% 8th Grade 19% CDE Improvement Planning Template for Schools (Version 7.0 Template Last Updated: June 9, 2015) 5
Algebra- 30% Geometry 24% Algebra II- 28% Science CMASS 5th Grade- 34% 8th Grade- 33% Social Studies PARCC 4th Grade- 17% 7th Grade- 17% Performance on Target: ELA and MAth Performance Targets will be reviewed once scores are released by state. Science PARCC Scores 5th grade- 14%- Target Not Met 8th grade- 14%- Target Not Met Social Studies PARCC Scores 4th grade- 6%- Target Not Met 7th Grade- 9%- Target Not Met Academic Growth Prior Year Target: This school will meet or exceed Median Adequate Growth percentiles in ELA, Math, Science, and Social Studies at the ES, MS and HS levels. Performance on Target: Data not available at this time. Academic Growth Gaps Prior Year Target: This school will meet or exceed Median Adequate Growth percentiles in ELA, Math, Science, and Social Studies at the ES, MS and HS levels. Performance on Target: Data not available at this time. CDE Improvement Planning Template for Schools (Version 7.0 Template Last Updated: June 9, 2015) 6
Postsecondary & Workforce Readiness Prior Year Target: Graduation Rate Above State Average Dropout Rate Above State Average Mean CO ACT - 20.3 ACT composite Performance on Target: Graduation Rate: 88.2%- Target Met Dropout Rate:.5%- Target Met ACT Composite: 17.9- Target Not Meet Academic Achievement Reflection PARCC ELA and Math scores are our baseline scores moving forward. CMAS Science targets may not have been met due to not having a K-12 scope and sequence that not only aligns vertically,but also horizontally. Also, a lack of Science lab experiments and supplies for exposure to the scientific inquiry process. CMAS Social Studies targets may not have been met due to not having a K-12 scope and sequence that not only aligns vertically,but also horizontally. Academic Growth Reflection Programs in place to Address Academic Growth In english language arts clarifying, questioning, summarizing and predicting components were incorporated into the SFA Scope and Sequence, targeted Burst groups for K-3, implementation of Collins Writing in all classes, and incorporation of new literature curriculum in grades 6-12. In math working on fidelity of implementation of Saxon curriculum, lack of use with manipulatives to reinforce understanding, and lack of consultant visits from Saxon math. Academic Growth Gaps Reflection In English Language Arts, Math, Science, and Social Studies, at all grade levels, this school is working on fidelity of implementation of standards, and completion of data analysis of each subject area. Postsecondary Workforce Readiness Reflection CDE Improvement Planning Template for Schools (Version 7.0 Template Last Updated: June 9, 2015) 7
Graduation Rate was met due to graduation planning sheets and individual student meetings to ensure student is fulfilling credit hours for graduation. Dropout rate fell under the state expected maximum standard due to proactive processes to meet the four year graduation target. ACT composite score was not met due to a consistently low subscore in math due to lack of adequate programming. CDE Improvement Planning Template for Schools (Version 7.0 Template Last Updated: June 9, 2015) 8
3. Current Performance Review the SPF and local data. Document any areas where the school did not at least meet state/ federal expectations. Reflection Kindergarten EOY Dibels Scores Benchmark Below Benchmark Well Below Benchmark 2012-2013 83% 12% 5% 2013-2014 76% 16% 6% 2014-2015 75% 17% 8% First Grade EOY Dibels Scores Benchmark Below Benchmark Well Below Benchmark 2012-2013 65% 16% 19% 2013-2014 54% 26% 20% 2014-2015 58% 23% 19% Second Grade EOY Dibels Scores Benchmark Below Benchmark Well Below Benchmark 2012-2013 59% 23% 18% 2013-2014 65% 17% 18% 2014-2015 74% 15% 11% Third Grade EOY Dibels Scores Benchmark Below Benchmark Well Below Benchmark 2012-2013 88% 8% 4% 2013-2014 51% 22% 27% 2014-2015 74% 8% 17% Local NWEA Projected Proficiency Scores Elementary (K-6) 2015-16 Reading 60.3% Math 68.5% Secondary (7-12) 2015-2016 Reading 60.8% Math 34.7% PARCC Scores 3rd Grade 2014-15 ELA 11% CDE Improvement Planning Template for Schools (Version 7.0 Template Last Updated: June 9, 2015) 9
Math 16% 4th Grade 2014-2015 Reading 13% Math 6% 5th Grade 2014-2015 ELA 21% Math 3% 6th Grade 2014-2015 ELA 8% Math 14% 7th Grade 2014-2015 ELA 25% Math 12% 8th Grade 2014-2015 ELA 25% Math 8% 9th Grade 2014-2015 ELA 37% 10th Grade 2014-2015 ELA 28% 11th Grade 2014-2015 ELA 28% High School Level Math 2014-2015 Algebra 11% Algebra II 9% Geometry 19% CMAS Social Studies 2014-2015 4th Grade 1% 7th Grade 4% Science 2014-2015 CDE Improvement Planning Template for Schools (Version 7.0 Template Last Updated: June 9, 2015) 10
5th Grade 11% 8th Grade 14% 4. Trend Analysis Provide a description of the trend analysis that includes at least three years of data (state and local data). Trend statements should be provided in the four performance indicator areas and by disaggregated groups. Trend statements should include the direction of the trend and a comparison (e.g., state expectations, state average) to indicate why the trend is notable. Academic Achievement (Status) - Overall, elementary and secondary students, are on a decline in reading and math on the 2015 PARCC Assessment. This is a notable trend because it is well below the state expectations. - DIBELS - First Grade continues to be an area of focus. Nonsense Word Fluency continues to be an area of focus in Kindergarten and Oral Reading Fluency continues to be an area of focus in first - third grades. Postsecondary & Workforce Readiness - Cohorts of students taking the Colorado ACT assessment are on a slight decline between 2012 to 2014. This is a notable trend because it continues to be below the state average. Priority Performance Challenges and Root Cause Analysis Priority Performance Challenges: Identify notable trends (or a combination of trends) that are the highest priority to address (priority performance challenges). No more than 3-5 are recommended. Provide a rationale for why these challenges have been selected and address the magnitude of the school s overall performance challenges. Root Cause: 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. A description of the selection process for the corresponding major improvement strategies is encouraged. Priority Performance Challenge Root Cause CDE Improvement Planning Template for Schools (Version 7.0 Template Last Updated: June 9, 2015) 11
DIBELS: Data analysis of DIBELS shows that First Grade continues to be an area of focus. Nonsense Word Fluency continues to be an area of focus in Kindergarten and Oral Reading Fluency continues to be an area of focus in first - third grades. Colorado ACT Scores: In the past three years our cohort of students taking the Colorado ACT the scores have been declining. PARCC Assessments: Our baseline scores indicate most all grade levels are achieving below state expectations. Data Analysis: The school team has not fully developed a data analysis process to implement instructional and intervention strategies to address the findings. Remediation: The school will offer ACT tutoring and test preparation in classrooms. Data Analysis: The school team has not fully developed a data analysis process to implement instructional and intervention strategies to address the findings. Reflection on Priority Performance Challenges DIBELS continues to be a performance challenge at the first grade level because it is the year when students move from letter naming and phonetic sound fluency to oral reading fluency, accuracy and retell. Nonsense Word Fluency continues to be an area of focus in Kindergarten because students struggle with Phonemic Sound Fluency. Oral Reading Fluency continues to be an area of focus in first - third grades because we are not incorporating enough reading throughout the day in all content areas. Colorado ACT scores continue to be a challenge for our school due to not having resources available for students in the ACT assessed areas. PARCC Assessment Scores have been selected as a performance challenge due to the need of increasing education of all staff regarding the assessment itself and remediation of skills. Reflection on Root Cause DIBELS continues to be a performance challenge at the first grade level because it is the year when students move from letter naming and phonetic sound fluency to CDE Improvement Planning Template for Schools (Version 7.0 Template Last Updated: June 9, 2015) 12
oral reading fluency, accuracy and retell. Nonsense Word Fluency continues to be an area of focus in Kindergarten because students struggle with Phonemic Sound Fluency. Oral Reading Fluency continues to be an area of focus in first - third grades because we are not incorporating enough reading throughout the day in all content areas. PARCC assessment scores were selected as a root cause due to only having baseline scores this year and will continue to monitor student growth for next year. CDE Improvement Planning Template for Schools (Version 7.0 Template Last Updated: June 9, 2015) 13
1. Summary/Conclusion CDE Improvement Planning Template for Schools (Version 7.0 Template Last Updated: June 9, 2015) 14
Section IV: Action Plan(s) This section addresses the Plan portion of the continuous improvement cycle. First, identify annual performance targets and the interim measures. This will be documented in the required School Target Setting Form on the next page. Then move into action planning, which should be captured in the Action Planning Form. Schools are expected to set their own annual targets for the performance indicators (i.e. academic achievement, academic growth, academic growth gaps, and postsecondary and workforce readiness). At a minimum, schools should set targets for each of the performance indicators where state expectations were not met; targets should also be connected to prioritized performance challenges identified in the data narrative (section III). For each annual performance target, identify interim measures that will be used to monitor progress toward the annual targets at least quarterly during the school year. Implications of Colorado Measures of Academic Success (CMAS) on Target Setting: During the 2014-15 school year, Colorado transitioned from reading, writing and math TCAP assessments to CMAS PARCC English language arts and math assessments. These assessments measure related, but different content standards and are expected to have different proficiency levels. As a result, setting targets based on the percent of students scoring proficient and advanced on TCAP is not appropriate. Furthermore, CDE does not yet know if student growth percentiles and median student growth percentiles will be available for accountability, planning or reporting use. It is known that adequate growth percentiles will not be available this school year for 2014-15 results. Target setting is still expected to occur in the UIP process during this transition period. However, some modifications in typical practice may be needed. School Target Setting Form Academic Achievement (Status) Subject R Priority Performance Challenge DIBELS Annual Performance Targets 2015-2016 1.Reduce the number of students who have significant reading deficiencies. 2.Goal set for 100% of students to achieve grade level reading expectations by the end of 3rd grade. 2016-2017 1.Reduce the number of students who have significant reading deficiencies. Interim Measures 2.Goal set for 100% of students to achieve grade level reading expectations by the end of 3rd grade. DIBELS BOY, MOY, and EOY assessments. DIBELS BURST assessments and progress monitoring of students throughout the remediation process. Subject R Priority Performance Challenge Annual 2015-2016 1. Increase the number of students who are proficient and advanced in reading, math, language usage, and science at all Performance grade levels. CDE Improvement Planning Template for Schools (Version 7.0 Template Last Updated: June 9, 2015) 15
Targets Interim Measures 2. Introduce remediation techniques in English Language Arts, Math, and Science classes that specifically target low performance skill areas as defined by NWEA assessments. 2016-2017 1. Increase the number of students who are proficient and advanced in reading, math, language usage, and science at all grade levels. 2. Introduce remediation techniques in English Language Arts, Math, and Science classes that specifically target low performance skill areas as defined by NWEA assessments. NWEA MAP assessments will be utilized BOY, MOY, and EOY to set goals and progress monitor. Postsecondary & Workforce Readiness Subject Mean CO ACT Priority Performance Challenge Colorado ACT Scores Annual 2015-2016 An increase of half a point from previous years MEAN CO ACT score. Performance Targets 2016-2017 To score at or above the state expectation on the SAT assessment. Interim Measures Transition to PSAT assessment. Academic Growth Subject R Priority Performance Challenge Annual Performance Targets 2015-2016 2016-2017 By the end of the 2015-2016 school year, the ELA Median Student Growth Percentile on the PARCC assessment will be at or above 50 as measured by the Colorado Growth Model. By the end of the 2016-2017 school year, the ELA Median Student Growth Percentile on the PARCC assessment will be at or above 55 as measured by the Colorado Growth Model. Interim Measures DIBELS, DIBELS BURST, NWEA MAP, and PARCC assessments CDE Improvement Planning Template for Schools (Version 7.0 Template Last Updated: June 9, 2015) 16
Subject M Priority Performance Challenge Annual Performance Targets 2015-2016 2016-2017 By the end of the 2015-2016 school year, the Math Median Student Growth Percentile on the PARCC assessment will be at or above 50 as measured by the Colorado Growth Model By the end of the 2016-2017 school year, the Math Median Student Growth Percentile on the PARCC assessment will be at or above 55 as measured by the Colorado Growth Model. Interim Measures NWEA MAP, Saxon Benchmark Assessments, and PARCC. Academic Growth Gaps Subject R Priority Performance Challenge Annual Performance Targets 2015-2016 2016-2017 By the end of the 2015-2016 school year, the ELA Median Student Growth Percentile on the PARCC assessment will be at or above 50 as measured by the Colorado Growth Model. By the end of the 2016-2017 school year, the ELA Median Student Growth Percentile on the PARCC assessment will be at or above 55 as measured by the Colorado Growth Model. Interim Measures DIBELS, DIBELS BURST, NWEA MAP, and PARCC assessments Subject M Priority Performance Challenge Annual Performance Targets 2015-2016 2016-2017 By the end of the 2015-2016 school year, the Math Median Student Growth Percentile on the PARCC assessment will be at or above 55 as measured by the Colorado Growth Model. By the end of the 2016-2017 school year, the Math Median Student Growth Percentile on the PARCC assessment will be at or above 55 as measured by the Colorado Growth Model. Interim Measures NWEA MAP, Saxon Benchmark Assessments, and PARCC. CDE Improvement Planning Template for Schools (Version 7.0 Template Last Updated: June 9, 2015) 17
Action Planning Form for 2015-16 and 2016-17 Identify the major improvement strategy(s) for 2015-16 and 2016-17 that will address the root cause(s) determined in Section III. For each major improvement strategy, identify the root cause(s) that the major improvement strategy will help to dissolve. Then, indicate which accountability provision or grant opportunity it will address. Details should include the action steps that will be taken to implement the major improvement strategy, a general timeline, resources that will be used to implement the actions, and implementation benchmarks. Major Improvement Strategy: Reading Improvement Strategy This school will train faculty and staff on the use and analysis of data. The school will develop a process and timeline to implement the analysis process. The school will recommend strategies and link strategies to the budget. Root Cause(s) Addressed: Data Analysis Accountability Provisions or Grant Opportunities Addressed by this Major Improvement Strategy (check all that apply): State Accreditation Title I Focus School Tiered Intervention Grant (TIG) Colorado Graduation Pathways Program Other: Action Steps Aug. 2015 - May. 2016 READ PLANS Description: Students identified to be below level will have a READ Plan put in place to monitor growth in reading. Implementation Benchmarks: Student plans will be reviewed once a quarter to monitor progress and inform parents. Resources: DIBELS BURST Program and Alpine. Key Personnel: CDE Improvement Planning Template for Schools (Version 7.0 Template Last Updated: June 9, 2015) 18
Homeroom teachers, Reading teachers, and tutors. Status: In Progress CDE Improvement Planning Template for Schools (Version 7.0 Template Last Updated: June 9, 2015) 19
Major Improvement Strategy: MEAN CO ACT To increase the school's mean CO ACT score. Root Cause(s) Addressed: Remediation Accountability Provisions or Grant Opportunities Addressed by this Major Improvement Strategy (check all that apply): State Accreditation Title I Focus School Tiered Intervention Grant (TIG) Colorado Graduation Pathways Program Other: Action Steps Oct. 2015 - May. 2016 Data Analysis Description: Students will set individual goals based on their NWEA MAP scores to increase the overall percentage of proficient and advanced students in Reading, Language Usage, Math, and Science. Implementation Benchmarks: Students will assess three times a year to monitor progress and identify skill deficits. Resources: NWEA MAP Assessments Key Personnel: All staff Status: In Progress CDE Improvement Planning Template for Schools (Version 7.0 Template Last Updated: June 9, 2015) 20
Mar. 2016 - May. 2016 ACT Tutoring Description: The school will provide all juniors the opportunity to receive ACT tutoring to prepare for the ACT assessment. Implementation Benchmarks: Tutoring will be offered for six weeks prior to the ACT assessment. Resources: ACT website, ACT prep materials Key Personnel: Secondary Principal, ACT tutor Status: In Progress Jun. 2016 - Jul. 2016 Summer Math Academy Description: A summer math academy will be offered to 6th, 7th, and 8th grade students to help remediate math deficits as shown by NWEA MAP math rit scores. Implementation Benchmarks: Students will be in attendance of the summer math academy June 13th through July 15th, 2016. Resources: Math curriculum and Kahn Academy Key Personnel: CDE Improvement Planning Template for Schools (Version 7.0 Template Last Updated: June 9, 2015) 21
Math teacher Status: In Progress CDE Improvement Planning Template for Schools (Version 7.0 Template Last Updated: June 9, 2015) 22
Section V: Appendices Some schools will need to provide additional forms to document accountability or grant requirements: Additional Requirements for Turnaround Status Under State Accountability (Required) Tiered Intervention Grantee (TIG) (Required) Title I Schools Operating a Schoolwide Program (Optional) CDE Improvement Planning Template for Schools (Version 7.0 Template Last Updated: June 9, 2015) 23