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CO UIP

Colorado's Unified Improvement Plan for Schools

Arapahoe High School UIP 2023-24

      
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Content


  • Document icons and definitions

  • Priority Performance Challenges
  • Root Cause
  • Major Improvement Strategies
  • Action Steps
  • Progress Monitoring
  • Trend Direction

Executive Summary


Priority Performance Challenges Root Cause Major Improvement Strategies
  • Increase Academic Achievement & Growth for ALL Students on State Assessments
    		•
  • Access to Tier 1 Instruction
    		•
  • Access to Tier I Grade Level Standards
    		•
  • Increase the Sense of Belonging and Connectedness Among Staff and Students
    		•
  • Overcoming Significant Changes in School Over A Short Time
    		•
  • Create Opportunities for Students and Staff to Increase a Sense of Belonging
    		•


    Access the School Performance Framework here: http://www.cde.state.co.us/schoolview/performance

    Access the Literacy Curriculum Transparency Dashboard here: https://www.cde.state.co.us/code/literacycurriculumtransparency-dashboard

    Improvement Plan Information


    Additional Information about the school


    Greetings From Arapahoe High School!

     

    Thank you for allowing us to showcase Arapahoe High School, a top performing high school in Colorado. Arapahoe High School is a comprehensive high school where Excellence and Tradition meet Innovation. Our school is one of the few public high schools in America that has a unique and authentic relationship with Native Americans. The Arapaho Tribal Nation has endorsed not only the name of our high school, but also the Warrior mascot and logo. We are honored to call ourselves Warriors as we proudly represent the Northern Arapaho people through this special relationship. 

     

    Our highly qualified faculty and staff are dedicated to preparing 100% of our Warriors for meaningful post-secondary opportunities by maintaining high academic and behavioral expectations for all students. We are proud of our more than 96% graduation rate. Our students work hard and are dedicated to academic excellence. Students continually excel in their coursework earning credit through Advanced Placement (AP) and Concurrent Enrollment (CE) courses, and many also earn industry certifications through our diverse Career and Technical Education classes. Our students surpass state achievement levels on PSAT 8/9, PSAT 10 and SAT. Our pass rate for AP was 78% in 2023 and our students earned 5,274 college credit through CE. Every year several Arapahoe students are recognized as National Merit Finalists and Semi-Finalists, and our seniors are consistently awarded prestigious scholarships and awards such as the full-tuition Daniels Fund, and Boettcher scholarships.  In 2022 and 2023, Arapahoe High School was awarded Best of the Best High Schools from Colorado Community Media. Most recently, Arapahoe was recognized by the College Board as a Silver Award Recipient for our 2023 AP Scores.

     

    Our students are afforded many opportunities to prepare for their future success by choosing classes from a robust catalog of over 350 courses including 69 CE and 22 AP courses. Students also have access to our Explorative Pathways for Innovative Careers (EPIC) campus where students can participate in 7 career focused pathways, and can earn industry certifications and CE credit. It is a true testament of our teaching faculty that we can offer these diverse course offerings; more than 80% of our teachers have subject expertise and advanced degrees qualifying them to teach CE and AP. Our teaching staff values academic rigor and excellence for all students and most importantly, they love working with teenagers. At Arapahoe, students can truly come for their diploma and start on their degree!

     

    Arapahoe’s rotating block schedule provides longer uninterrupted instructional time where teachers can partner with students to create meaningful and interactive learning experiences. Teachers consistently find creative and innovative ways to deepen student engagement and develop checks for understanding within each class period. We meet the individual needs and post secondary pathways of each student through quarter-long, semester-long, and year-long courses that maximize opportunities to explore an array of academic and elective course offerings. Additionally, students are encouraged to have at least one off-period to work on school work during the school day. This is intentionally designed to promote physical and mental wellness, self-discipline, and to develop independent thinkers. Our students enjoy the privilege of an open campus, which reinforces the expectation of personal responsibility. Students can advocate for learning opportunities by visiting faculty in departmental offices, the study center, and flexible learning spaces such as our state-of-the-art library/media center, athletic atrium, and cafeteria. We encourage students to use the unscheduled time as a way to refocus in the counseling Zen Den, or simply visit with friends in our cafeteria. 

     

    Classroom instruction is focused on student-driven learning grounded in Professional Learning Communities. Students demonstrate their learning through interactive didactic instruction partnering with the faculty to provide voice and choice when appropriate. Recoverability in learning is an expectation among the faculty and promotes student advocacy as they develop  mastery of content standards. Additionally, enrichment opportunities within the schedule occur twice a week for students to gain access to pre-teaching, re-teaching, and extension of learning with teachers. Faculty provide our students with a tremendous amount of support and encouragement. Our study center is accessible to students every period of every day and is facilitated by a licensed staff member. 

     

    School spirit is alive and well at Arapahoe, as can be seen through high student involvement and success in our athletics, activities and academics. Over 70% of our student body is involved in at least one athletic program with many participating in two or even three. The hearts of champions beat inside our Warriors as we have had 6 5A State Championships, 12 5A Runner-Up State Championships, and 1 National Cheer Championship since 2013. In addition to athletics, our students find a sense of belonging by participating in our wide variety of student clubs and activities. We boast over 40 clubs with new student-initiated clubs being added on a regular basis. Our DECA, FBLA, Thespians, and TSA are highly distinguished and recognized; competing in state and national competitions year after year. We are very proud of our ''Warrior Spirit'' as we participate and compete with the top high schools in Colorado in athletics, activities, performing arts, visual arts, and academics.

     

    If after exploring this site, you still have questions for us, please don’t hesitate contacting us at 303-347-6000.

    Improvement Plan Information

    The school/district is submitting this improvement plan to satisfy requirements for (check all that apply):


    Checked
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    Narrative on Data Analysis and Root Cause Identification


    Description of School Setting and Process for Data Analysis

    Greetings From Arapahoe High School!

     

    Thank you for allowing us to showcase Arapahoe High School, a top performing high school in Colorado. Arapahoe High School is a comprehensive high school where Excellence and Tradition meet Innovation. Our school is one of the few public high schools in America that has a unique and authentic relationship with Native Americans. The Arapaho Tribal Nation has endorsed not only the name of our high school, but also the Warrior mascot and logo. We are honored to call ourselves Warriors as we proudly represent the Northern Arapaho people through this special relationship. 

     

    Our highly qualified faculty and staff are dedicated to preparing 100% of our Warriors for meaningful post-secondary opportunities by maintaining high academic and behavioral expectations for all students. We are proud of our more than 96% graduation rate. Our students work hard and are dedicated to academic excellence. Students continually excel in their coursework earning credit through Advanced Placement (AP) and Concurrent Enrollment (CE) courses, and many also earn industry certifications through our diverse Career and Technical Education classes. Our students surpass state achievement levels on PSAT 8/9, PSAT 10 and SAT. Our pass rate for AP was 78% in 2023 and our students earned 5,274 college credit through CE. Every year several Arapahoe students are recognized as National Merit Finalists and Semi-Finalists, and our seniors are consistently awarded prestigious scholarships and awards such as the full-tuition Daniels Fund, and Boettcher scholarships.  In 2022 and 2023, Arapahoe High School was awarded Best of the Best High Schools from Colorado Community Media. Most recently, Arapahoe was recognized by the College Board as a Silver Award Recipient for our 2023 AP Scores.

     

    Our students are afforded many opportunities to prepare for their future success by choosing classes from a robust catalog of over 350 courses including 69 CE and 22 AP courses. Students also have access to our Explorative Pathways for Innovative Careers (EPIC) campus where students can participate in 7 career focused pathways, and can earn industry certifications and CE credit. It is a true testament of our teaching faculty that we can offer these diverse course offerings; more than 80% of our teachers have subject expertise and advanced degrees qualifying them to teach CE and AP. Our teaching staff values academic rigor and excellence for all students and most importantly, they love working with teenagers. At Arapahoe, students can truly come for their diploma and start on their degree!

     

    Arapahoe’s rotating block schedule provides longer uninterrupted instructional time where teachers can partner with students to create meaningful and interactive learning experiences. Teachers consistently find creative and innovative ways to deepen student engagement and develop checks for understanding within each class period. We meet the individual needs and post secondary pathways of each student through quarter-long, semester-long, and year-long courses that maximize opportunities to explore an array of academic and elective course offerings. Additionally, students are encouraged to have at least one off-period to work on school work during the school day. This is intentionally designed to promote physical and mental wellness, self-discipline, and to develop independent thinkers. Our students enjoy the privilege of an open campus, which reinforces the expectation of personal responsibility. Students can advocate for learning opportunities by visiting faculty in departmental offices, the study center, and flexible learning spaces such as our state-of-the-art library/media center, athletic atrium, and cafeteria. We encourage students to use the unscheduled time as a way to refocus in the counseling Zen Den, or simply visit with friends in our cafeteria. 

     

    Classroom instruction is focused on student-driven learning grounded in Professional Learning Communities. Students demonstrate their learning through interactive didactic instruction partnering with the faculty to provide voice and choice when appropriate. Recoverability in learning is an expectation among the faculty and promotes student advocacy as they develop  mastery of content standards. Additionally, enrichment opportunities within the schedule occur twice a week for students to gain access to pre-teaching, re-teaching, and extension of learning with teachers. Faculty provide our students with a tremendous amount of support and encouragement. Our study center is accessible to students every period of every day and is facilitated by a licensed staff member. 

     

    School spirit is alive and well at Arapahoe, as can be seen through high student involvement and success in our athletics, activities and academics. Over 70% of our student body is involved in at least one athletic program with many participating in two or even three. The hearts of champions beat inside our Warriors as we have had 6 5A State Championships, 12 5A Runner-Up State Championships, and 1 National Cheer Championship since 2013. In addition to athletics, our students find a sense of belonging by participating in our wide variety of student clubs and activities. We boast over 40 clubs with new student-initiated clubs being added on a regular basis. Our DECA, FBLA, Thespians, and TSA are highly distinguished and recognized; competing in state and national competitions year after year. We are very proud of our ''Warrior Spirit'' as we participate and compete with the top high schools in Colorado in athletics, activities, performing arts, visual arts, and academics.

     

    If after exploring this site, you still have questions for us, please don’t hesitate contacting us at 303-347-6000.

    Prior Year Targets

    Provide a summary of your progress in implementing the Major Improvement Strategies and if they had the intended effect on systems, adult actions, and student outcomes (e.g. targets).

    Based on the Prior Year Student Target, there continue to be identified areas of improvement in our academic achievement and growth as measured by the State PSAT/SAT assessment exams. Students in our marginalized groups (Students with disabilities, Minority, and Free and Reduced Lunch students) continue to lag on approaching and meeting benchmarks. Our goal was to increase the number of students who met benchmarks, however, based on the 2023 spring State assessments, the targeted groups of students achieved at close to the same level from 2022 and 2023. Based on the lack of achievement with these students, we are reflecting on the practice of co-taught classes, specially what we can do differently with our math classes and tier II interventions. Although the co-taught model is effective for providing in classroom support by having a general education and special education teacher in the same room at the same time, the unintentional consequence of altering the scope and sequence is impacting students ability to have access to grade-level standards. As we re-evaluate the effectiveness of co-taught classes, there might be the opportunity to shift practices to a universal/college readiness class that is integrated with a preparation for the Accuplacer, PSAT, and SAT. Using additional intervention programs like IXL might be a direction that we can explore in the future.

    As for the social-emotional goal, we are proud of the accomplishments that we have made over the last few years with our students sense of belonging. Although the CWSI survey still demonstrates a need to grow in favorable responses in the area of teacher-student relationships, we are seeing improvements with the vision and mission of the counseling department and support of the Zen Den. This continues to develop as we have more stability among our counseling staff, and the district has provided the additional support of a 1-year-only mental health specialist. 


    Based on your reflection and evaluation, provide a summary of the adjustments that you will make for this year's plan.

    This year, we will be reviewing the horizonal and vertical alignment of all standards and skill in every department. We are also reviewing data from State assessments as now all licensed teachers have access to College Board K12 reporting that provides item analysis, overall performance, and individual student performance. This will be the foundation for analyzing student success in collaborative conversations during PLC and Professional Development work days. 

    In terms of the social-emotional goal, we will prioritize the participation of the CWSI to provide the most up to data about teacher-student relationship. This will help to continue to inform the work of the administrative team, counseling team, and teachers. Additionally the implementation of the new 9th grade mental health curriculum will help provide data for us to make adjustments to the social-emotional goal for the year. 

    Current Performance

    Academic Performance Indicators- The following information is from the 2023 School Performance Framework

    • Based on the indicator ratings totals on the 2023 School Performance Framework, Arapahoe High School meets benchmarks in the areas of Academic Achievement, Academic Growth and Postsecondary & Workforce Readiness.
    • In the area of Academic Achievement, the PSAT Evidence Based Reading and Writing (EBRW) for all students (n=754) had a mean score of 507.2 which is in the 85th percentile. For PSAT math for all students (n=754) has a mean score of 486.8 which is in the 81st percentile. This demonstrates that as a whole group our students demonstrated that they achieve at the highest level. However, our marginalized populations (free/reduced lunch eligible, minority, and students with disabilities) do not perform at the same level. While the free/reduced lunch eligible are approaching Academic Achievement and minority students meets Academic Achievement, students with disabilities do not meet Academic Achievement. 

    A breakdown of these specific populations are listed below:

    Population

    EBRW Scale Score

    Percentile Rank

    Math Scale Score

    Percentile Rank

    Free/Reduced

    439.7

    26

    425.3

    25

    Minority

    486.9

    71

    461.6

    64

    Students with Disabilities

    411.8

    9

    390.1

    3

     
    • In the area of Academic Growth, the total median growth percentile/rate for PSAT/SAT EBRW for all students (n=714) was 52.0 while PSAT/SAT math for all students (n=980) was 57.0. This demonstrates that as a whole group our students meet Academic Growth. Compared to the 2022 School Performance Framework, our marginalized populations are improving. The free/reduced lunch eligible students are approaching growth in EBRW but meet Growth in math. Minority students meet growth in both EBRW and Math. Students with disabilities meet Growth in EBRW and approaching Growth in Math. Academic Growth will continue to be a focus for all students since addressing growth can provide access to materials which can impact achievement gaps. 

    A breakdown of these specific populations are listed below:

    Population

    EBRW Median Growth Percentile/Rate

    Math Median Growth Percentile/Rate

    Free/Reduced

    42.0

    53.0

    Minority

    50.0

    51.0

    Students with Disabilities

    50.0

    43.0

     

    Academic Performance Indicators- 2023 PSAT 8/9, PSAT 10 and SAT information 

    • The 2023 PSAT 9 had a total of 387 test takers. Of those test takers, 84% met the EBRW and 68% met the Math Benchmark. Both of these values exceed the district and state benchmark scores. When examining the data further, the mean score in EBRW on the PSAT 9 is 497 for all students. 4% were approaching the benchmark and 12% need to strengthen skills. In Math, the mean score on the PSAT 9 is 485.  5% were approaching the benchmark and 27% need to strengthen skills. 
    • The 2023 PSAT 10 had a total of 374 test takers. Of those test takers, 86% met the EBRW and 55% met the Math Benchmark. Both of these values exceed the district and state benchmark scores. When examining the data further, the mean score in EBRW on the PSAT 10 is 518 for all students. 3% were approaching the benchmark and 11% need to strengthen skills. In math, the mean score on the PSAT 10 is 489. 18% were approaching the benchmark and 27% need to strengthen skills.
    • The 2023 SAT had a total of 398 test takers. Of those test takers, 81% met the EBRW and 66% met the Math Benchmark. Both of these values exceed the district and state benchmark scores. When examining the data further, the mean score in EBRW on the SAT is 554 for all students. 6% were approaching the benchmark and 13% need to strengthen skills. In Math, the mean score on the SAT is 550. 6% were approaching the benchmark and 28% need to strengthen skills.

    Social Emotional Performance Indicators- 2022 Climate, Wellness, and Safety Inventory

    Based on the 2022 Climate, Wellness and Safety Inventory (CWSI) there are areas of growth for Arapahoe High School when examining the social emotional wellbeing of students. The responses of those who participated in the survey revealed that one of the lowest ranking indicators is that of teacher-student relationships, specifically the social connection between teachers and students within and beyond the classroom. This category was only 54% favorable based on the students' responses. A highlight is that 87% of the students indicated that the teachers are respectful. However, only 48% of the students said their teachers would respond to them if they walked into class upset and 48% of the students said the teachers are really interested in their answer of how they are doing. When the staff survey was administered in the Fall 2022, 88% of staff responded favorably about the social connection between teachers and students. 95% of the staff are confident in their ability to form relationships with their students. This disconnect is an area of awareness: the staff feel confident about their teacher student connection while students do not share this same sentiment.


     

    Trend Analysis

    Trend Direction: Stable then decreasing
    Performance Indicator Target: Academic Growth

    Since 2018 the trend data for Arapahoe High School has been on a downward trajectory. The overall mean scores remain above the state levels and continue to be above the district levels. However, the reality is that our students' achievement scores have declined since 2018. Although there are many contributing factors (COVID, declining enrollment, SAT optional for college admissions, changes in our schedule, etc.), we expect excellence and will make significant adjustments moving forward. In terms of these State assessments. In comparison to the other high schools in our district, Arapahoe has steadily decreased while the other high schools are reportedly stable or have increased over the same period. We are committed to turning this trajectory in a positive direction.

    Additional Trend Information:

     

    The below table shows the Total Score (EBRW and Math) since 2018 for the PSAT 9, PSAT 10 and SAT:

    TOTAL Score (EBRW and Math) Year over Year

    Assessment

    2018

    2019

    2021

    2022

    2023

    Total Decline Since 2018

    PSAT 9

    1021

    1027

    999

    975

    982

    -39

    PSAT 10

    1048

    1058

    1040

    1023

    1007

    -41

    SAT

    1138

    1126

    1129

    1107

    1104

    -34

    Priority Performance Challenge and Associated Root Cause

    Priority Performance Challenge:  Increase Academic Achievement & Growth for ALL Students on State Assessments

    Academic achievement and growth will increase for all students on the State assessments. Students identified as "need to strengthen skills" and "approaching benchmark" in EBRW and Math and marginalized students (Free/Reduced Lunch Eligible, Minority and Students with Disabilities) will be specifically targeted.


    Root Cause: Access to Tier 1 Instruction

    As stated, using the 2023 State assessment data these students are not achieving as high as other students. One root cause is the lack of exposure to grade level content standards. For example, students who have lagging skills are enrolled in an Algebra Extended course that meets the standards across four semesters instead of two semesters. This is designed to help with the scope and sequence and pacing. However, the disadvantage of this model is a lack of exposure to Geometry and Algebra II content until their junior year. Additionally, students that fail an Algebra course 1st semester are placed in an Math Empowerment course that is focused on addressing lagging skills. After successful completion of this course, students either re-enroll in Algebra I or are recommended for Algebra Extended. This again supports their algebraic knowledge but does not provide access to Geometry or Algebra II until junior or senior year. Since these are all assessed on the state PSAT/SAT, the lack of access to these grade level standards results as a major barrier to academic achievement. The data suggests that the academic growth may be addressed yet the achievement skills are still lagging.


    Priority Performance Challenge:  Increase the Sense of Belonging and Connectedness Among Staff and Students

    All students and staff feel a strong sense of safety (physical and social/emotional) and comfort at Arapahoe High School. The teacher-student connection is authentic.


    Root Cause: Overcoming Significant Changes in School Over A Short Time

    Ensuring all students feel a sense of belonging continues to be a priority. The sense of community for some students has been eroded as indicated through our CWSI data. For the most part, students feel respected by the staff, but do not feel an authentic connection with the teachers as indicated by the data. In 2019, 79% of the students have an adult to go to for help with a serious problem (Healthy Kids Colorado Survey). Since 2019, there have been challenges with staffing and scheduling that have contributed to this lack of consistency and authenticity. One specific root cause to sense of belonging is the turnover in the counseling office and downsizing of an interventionist and grade level administrator. For instance, one alpha group of students have had 3 different counselors in 4 years time. This makes it exceedingly difficult to make meaningful connections. In celebration, this will be the second year in a row that our counseling team is fully staffed. LPS has also provided an additional mental health professional who will provide another consistent connection for students. Although this is a one-year-only position, the hope would be that this continues as we are already seeing a positive impact on our school. Furthermore, our advisory teachers who meet with the students twice a week have stabilized with the decrease of staffing and retirements in the past couple of years. As the schedule and schooling become more consistent, the hope is that the student-teacher connection will continue to develop and deepen throughout the year.


    Why were these challenges selected and what is the magnitude of the overall performance challenges:

    As schooling becomes more normalized post-COVID, the most up to date information provided through state testing shows a need for improvement in academic achievement among all students, but specifically marginalized students. Our minority students are meeting the goals for growth in both reading and math, but not achieving at the same standards as all other students. It is encouraging to recognize their growth, and there is still room for improvement for skill development. The free/reduced lunch eligible students are approaching growth in reading and writing, which will be an area of improvement. In terms of math, this group of students meets growth in math. The opposite is true about students with disabilities. These students meet growth in reading, but are approaching growth in math. If we can target our students who need to strengthen skills and approaching the benchmark, achievement data should increase. Furthermore, a focus on improving results with staff consistently accessing and applying the LPS supported tools and resources will help to address achievement gaps especially with our marginalized students. The LPS equity playbook provides tools and strategies that can be leveraged to improve achievement and growth. The additional support and implementation of a couple of strategies that will be implemented this year will help to specifically address these students. 

     

    Additionally, a renewed attention on school wide norms and traditions for students continues to be a primary area of focus for faculty and staff. Research suggests that having connections to others is one of the most important protective factors when it comes to a student's achievement, sense of belonging and mental health. This starts with getting students connected with teachers and peers within the classroom and connecting with them outside of the classroom with activities/athletics that connect them to a larger group of peers. The staff will continue to implement strategies that connect students to adults within the building. Additionally, with the support of the LPS district Social, Emotional & Behavior team, Arapahoe will be implementing a school wide Social/Emotional learning curriculum with all 9th graders. This curriculum will provide the much needed tools for students to navigate the complexities of high school and help support their development as young adults.

    How were the Root Causes were selected and verified:

    Our assessment data reflects the continued need for support of our marginalized students. Minority students and students with disabilities lag behind in achievement and growth benchmarks. The impact of co-taught classes and access to Tier 1 instruction needs to be evaluated, especially in math based on the benchmark data. Overall, across the PSAT 8/9, PSAT 10 and SAT, students are performing higher in EBRW compared to math by 16%, 31%, and 15% respectively. 

    In terms of systematic approaches to addressing students who struggle, there has been a focus on effective instructional and grading practices. Previously, students could expect an average of two hours of homework each night and be enrolled in 8-10 different courses creating a barrier for their success and mental health. The block schedule focused students' efforts on 6-7 different courses. Additionally, within the longer sustained periods of instruction, practices have shifted to teacher-supported reinforcement of skills within the class period with less need for individual practice outside the class period. This has only recently been implemented and the effects have not fully been evaluated. However, the benefit is that students get immediate support when struggling with concepts and teachers have the opportunity to immediately address misconceptions in students' understanding of the material. Additionally, the ability for students to request support during TRIBE/Advisement should help to target learning gaps and skill deficiencies. The use of this time is a clear and systemic intervention/extension model that supports students during the scheduled school day. The full implementation of a school-wide Student Intervention Team and a Multi-Tier System of Support is beginning to see an impact on student achievement and growth.

    Action and Progress Monitoring Plans

    Major Improvement Strategy and Action Plan

    >

    Access to Tier I Grade Level Standards

    What will success look like:

    		Increasing academic achievement continues to be a priority. Here are the success indicators: Staff will analyze data to reveal learning deficiencies and address gaps through tier 1 instruction Student data will reveal improved learning and increased student performance on the spring Colorado State assessments (PSAT 9, 10, CMAS, & SAT). Staff will utilize data to ensure our prioritized standards and essential skills are horizontally and vertically aligned throughout the scope and sequence in each content area. The administrative team will support co-teachers by providing a common plan period for each co-teacher to co-plan, co-assess, and co-reflect on their classes.Re-evaluation of Algebra Extended I-IV, Applied Geometry, English 9 Cotaught and English 10 Cotaught Staff will be consistently accessing and applying the LPS learning and teaching resources which include: High School Dashboard, PLC Theory of Action 2.0, State Standards, Portrait of a Graduate, and Equity Playbook. The administrative team will continue supporting PLC teams through ongoing professional development. Faculty meetings and professional development have been redesigned for best practices including a focus on grading practices and equity.

    Describe the research/evidence base supporting the strategy:

    		John Hattie (2009, 2011 and 2015) continues to report that teachers' estimates of achievement, teacher collective efficacy and response to intervention continue to have among the largest effect sizes for student achievement. Students’ motivation, effort, perseverance, and beliefs about their potential for academic success are also shaped directly by the academic expectations schools set for all students (Wentzel, 2002; Jussim & Harber, 2005). Meta-analyses of the research on the co teaching with special educators found...that co teaching may be moderately effective in language arts and mathematics. (Murawski and Swanson, 2001; Scruggs, Mastropieri and McDuffe, 2007) Burns (2010) found that students with or without disabilities showed significant increases on standardized tests in mathematics and language arts after two years of co-teaching.

    Associated Root Causes:

    Access to Tier 1 Instruction: As stated, using the 2023 State assessment data these students are not achieving as high as other students. One root cause is the lack of exposure to grade level content standards. For example, students who have lagging skills are enrolled in an Algebra Extended course that meets the standards across four semesters instead of two semesters. This is designed to help with the scope and sequence and pacing. However, the disadvantage of this model is a lack of exposure to Geometry and Algebra II content until their junior year. Additionally, students that fail an Algebra course 1st semester are placed in an Math Empowerment course that is focused on addressing lagging skills. After successful completion of this course, students either re-enroll in Algebra I or are recommended for Algebra Extended. This again supports their algebraic knowledge but does not provide access to Geometry or Algebra II until junior or senior year. Since these are all assessed on the state PSAT/SAT, the lack of access to these grade level standards results as a major barrier to academic achievement. The data suggests that the academic growth may be addressed yet the achievement skills are still lagging.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    MTSS Enrichment Twice a week MTSS Enrichment with increased frequency of community and enrichment TRIBE. Students can self request support from teachers. 08/14/2023
    05/24/2025
    Weekly     		Staff and Admin Partially Met
    PLC instructional Rounds Administrative team supporting the work of PLC through department instructional rounds. PLC is the primary improvement strategy. Consistent use and application of LPS Learning and Teaching resources. 08/14/2023
    05/24/2025
    Weekly     		Natalie Pramenko, Brian Ceriani, Lawrence Chavers, Abby Kuhlmann, Ryan Miwa Partially Met
    Professional Development Redesign of professional development and faculty meetings to address needs of staff; focus on resources provided in LPS High School Dashboard to support authentic PLC work. 08/14/2023
    05/24/2025
    Monthly     		Natalie Pramenko, Brian Ceriani, Lawrence Chavers, Abby Kuhlmann, Ryan Miwa
    State Assessments Increase participation on State College Board assessments to 97%. Increase achievement (Total score) on State Assessments to surpass 2021 level- see target setting. 08/14/2023
    05/24/2025
    Quarterly     		Admin and Staff
    MAP Testing All 9th and 10th grade students participate in the Spring 2024, Fall 2024, and Spring 2025 Math and Language Arts MAP testing. 08/14/2023
    05/24/2025
    Quarterly     		Taylor Hamilton, Math and LA Teachers

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    Student Intervention Team
    		Continual support SIT process and implementation of District Wide SIT forms. 08/14/2023
    05/24/2025     		SIT Team Members, parent and teacher inventory Brian Ceriani, Ryan Miwa, SIT Team Members In Progress
    New Course Development
    		Continue to evaluate course offerings (Algebra Extended I-IV, Applied Geometry, English 9 Cotaught and English 10 Cotaught) and add/change courses based on the needs of students and to ensure exposure to content on state assessments. 08/14/2023
    05/24/2025     		District Course Proposals Natalie Pramenko, Ryan Miwa, Brian Ceriani
    Tier II Interventions
    		Implementation of Tier II interventions: Learning Ally, IXL, Reading 180, Delta Math 08/14/2023
    05/24/2025     		LSS Teachers, Staff, Brian Ceriani
    Horizontal and Vertical Alignment
    		Development of horizontal and vertical articulation of standards and scope and sequence for content areas. 08/14/2023
    05/24/2025     		LPS Teaching and Learning Team, High School Playbook Teaching Staff
    Increase Achievement on State Assessments
    		Implementation of optional PSAT/SAT preparation lead by teachers during enrichment TRIBE 08/14/2023
    05/24/2025     		Khan Academy, Bluebook App and College Board Math and LA Teachers
    State Assesments
    		Teacher Professional Development focused on the specific questions and topics covered on State assessments as a foundation for instructional practices within the class 08/14/2023
    05/24/2025     		CollegeBoard K12 Reporting Admin and LPS Teaching and Learning Staff
    >

    Create Opportunities for Students and Staff to Increase a Sense of Belonging

    What will success look like:

    		The sense of belonging for all students is a priority for all staff. The success indicators include the following: Counselors have worked diligently to increase their presence among the student population. The team is dedicated to increasing from 15 to 20 direct contacts with their caseload over the course of 4 years. This includes class meetings and direct touchpoints during TRIBE/Advisory. Addition of a 1 year only mental health specialist will be validated through their contribution to the Student Intervention Team/MTSS, supporting counselors, and the implementation of a peer-led student advocacy class- focused on mental health. They will also lead the LPS 9th Grade Mental Health Curriculum Pilot. 9th grade students can identify 3-5 mental health strategies at the end of the year from the school wide mental health curriculum. The data from the 2023 CWSI will show an increase in favorable responses on teacher-student relationship questions.

    Describe the research/evidence base supporting the strategy:

    		In Common-sense classroom management for Middle and High School teachers, Lindberg, Kelly, & Swick, outline that “Every teacher understands the importance of promoting and maintaining a positive classroom atmosphere. Each school is a microcosm of our society with its positive and negative, and the importance of creating cohesiveness through respect, honesty, kindness, and courtesy among our students shouldn’t be minimized”. (2005, p.13). This articulates the importance of creating a positive sense of belonging and community within and outside of the classroom. Schaps (2003), Feigberg (1998), Kohn (1996) all indicate that school climate and community have a tremendous impact on student learning and achievement. Creating positive, safe and supportive environments promote a deep engagement, excitement and intellectual growth. When students have a strong sense of belonging they are more likely to be engaged in school and to perform well academically. (Korpershoeck 2020, Allen 2018, Quin 2017).

    Associated Root Causes:

    Overcoming Significant Changes in School Over A Short Time: Ensuring all students feel a sense of belonging continues to be a priority. The sense of community for some students has been eroded as indicated through our CWSI data. For the most part, students feel respected by the staff, but do not feel an authentic connection with the teachers as indicated by the data. In 2019, 79% of the students have an adult to go to for help with a serious problem (Healthy Kids Colorado Survey). Since 2019, there have been challenges with staffing and scheduling that have contributed to this lack of consistency and authenticity. One specific root cause to sense of belonging is the turnover in the counseling office and downsizing of an interventionist and grade level administrator. For instance, one alpha group of students have had 3 different counselors in 4 years time. This makes it exceedingly difficult to make meaningful connections. In celebration, this will be the second year in a row that our counseling team is fully staffed. LPS has also provided an additional mental health professional who will provide another consistent connection for students. Although this is a one-year-only position, the hope would be that this continues as we are already seeing a positive impact on our school. Furthermore, our advisory teachers who meet with the students twice a week have stabilized with the decrease of staffing and retirements in the past couple of years. As the schedule and schooling become more consistent, the hope is that the student-teacher connection will continue to develop and deepen throughout the year.

    Implementation Benchmarks Associated with Major Improvement Strategy

    Benchmark Name Description Start/End/Repeats Key Personnel Status
    CWSI Survey Increase participation on CWSI to at least 85% of the student response rate. Increase favorable responses in the area of Student-Teacher relationship on CWSI to at least 70%. 08/14/2023
    05/24/2025
    Quarterly     		TRIBE teachers and Admin
    9th Grade Mental Health Curriculum Implementation of the 9th grade mental health curriculum. Midyear and end of year assessment for 9th grade students. 9th grade students can identify 3-5 mental health strategies at the end of the year 08/14/2023
    05/24/2025
    Monthly     		9th Grade TRIBE teachers

    Action Steps Associated with Major Improvement Strategy

    Name Description Start/End Date Resource Key Personnel Status
    TRIBE Counselor Visits
    		Well-adjusted, thriving and balanced targeted lessons during TRIBE/Advisory facilities by AHS mental health team 08/14/2023
    05/24/2025     		Counselors In Progress
    Student Belonging Opportunities
    		Providing opportunity for students to develop community outside of classes - All School Pep Assemblies (Welcome Back, Homecoming, Winter, Spring) - Club Cafe- Open club fair in fall and spring to get students connected - Activity Leadership Counsel - Summer Athletic Camps - Warrior Week- Fundraiser for Make a Wish Foundation 08/14/2023
    05/24/2025     		Abby Kuhlmann, Natalie Pramenko, Staff In Progress
    9th Grade Mental Health Curriculum
    		Implementation of School Wide 9th Grade Mental Health Curriculum Mid year and End of year survey to evaluate effectiveness of materials Design and implementation in 2024-2025 of a Student Inventory regarding mental health strategies 08/14/2023
    05/24/2025     		Mental health team and 9th grade TRIBE teachers Not Started
    District Climate Survey
    		Administration of the CWSI survey for students on Nov 10, 2023 in TRIBE for updated data. Future administration dates for parents and staff are TBD. 08/14/2025
    05/24/2025     		District Mental Health Team All TRIBE teachers, Admin
    Community Partnerships
    		Partnering with local community organizations to bring in resources for students including Backpack Society, All Health, Movement Counseling, and Denver Pet Partners 08/14/2025
    05/24/2025     		Counselors In Progress

    Progress Monitoring: Student Target Setting

    Priority Performance Challenge : Increase Academic Achievement & Growth for ALL Students on State Assessments

    Performance Indicator:

    		 Academic Achievement (Status)

    Measures / Metrics:
    ANNUAL
    PERFORMANCE
    TARGETS
    2023-2024: 97% participation on State Assessment, Increase score total average school on PSAT 9 to 999 (2021 level), Increase score total average school on PSAT 10 to 1040 (2021 level), Increase score total average school on PSAT 9 to 1129 (2021 level)
    2024-2025:

    INTERIM MEASURES FOR 2023-2024:

    Priority Performance Challenge : Increase the Sense of Belonging and Connectedness Among Staff and Students

    Performance Indicator:

    		 Student Engagement

    Measures / Metrics:

    		 Supplemental Measure(s)
    ANNUAL
    PERFORMANCE
    TARGETS
    2023-2024: 85% participation on CWSI on Nov 11, 2023. Increase favorable responses in the area of Student-Teacher relationship on CWSI to at least 70%.
    2024-2025:

    INTERIM MEASURES FOR 2023-2024:

    Attachments List

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