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Unified Improvement Plan

Accomplishing our goals of APS 2020: Shaping the Future will help us to satisfy the requirements of the district Unified Improvement Plan adopted by the APS Board of Education in March 2018.

What is a Unified Improvement Plan?

What does Unified Improvement Planning (UIP) mean?

    • Unified Improvement Planning was introduced to streamline the improvement planning components of state and federal accountability requirements. The common Unified Improvement Planning (UIP) template and planning processes used represent a shift from planning as an “event” to planning as a critical component of “continuous improvement.” This process reduces the total number of separate plans schools and districts are required to complete with the intent of creating a single plan that has true meaning for its stakeholders.

What information does UIP provide for schools and school districts?

    • Based on the Colorado Achievement Plan for Kids (SB212-08), the primary purpose of improvement planning is to align efforts to: Ensure all students exit the K-12 education system ready for postsecondary education, and/or to be successful in the workforce, earning a living wage immediately upon graduation. In addition, the federal Elementary and Secondary Education Act (ESEA) requires that improvement planning be focused on ensuring that all students in the state reach proficiency in English language arts/reading and mathematics.

How does a UIP help schools and school districts?

    • By engaging in a continuous improvement cycle to manage performance, districts and schools will improve their effectiveness and the outcomes for students. That cycle includes: Focus attention on the right things (performance indicators); Evaluate performance by gathering, analyzing, and interpreting data about performance; Plan improvement strategies based on performance data and root cause analysis; and Implement planned improvement strategies. Then, enter the cycle again multiple times throughout the school year: Evaluate (or monitor) performance (based on interim measures) and implementation of improvement strategies (based on implementation benchmarks) at least quarterly.

Where can I learn more about Unified Improvement Planning?

What is our current UIP data?

From a district perspective, the UIP incorporates data from high-level demographic information to assessment data (such as CMAS, ACCESS, and DRA2 ) and academic data including Graduation, Attendance/Truancy, Credit Accumulation, Discipline, and Dropout rates. APS also used the results of recent school RMC Quality School Reviews, internal school visits, and program evaluations to validate the root causes identified in the UIP.

What UIP designation does our school district have? What does the designation mean?

    • APS has been directed by the Colorado Department of Education to develop an Accredited with Improvement Plan based on our district performance framework rating of Accredited with Improvement.

For more information on the data used to determine the Accredited with Improvement designation for APS, view a district summary of the data on the Colorado Department of Education website. Data for specific schools is also available at the Colorado Department of Education website. Choose Adams-Arapahoe 28J as the school district and then click on each school to view its UIP data.

What are the root causes for our data?

Based on our achievement and growth data, the Colorado Department of Education has identified four Root Causes for assigning APS a Accredited with Improvement designation:

Root Cause #1: Lack of Instructional Infrastructure

    • APS lacks an instructional infrastructure and coherent system that aligns curriculum, resources, instruction, assessment, and professional learning.

Root Cause #2: Need for Identification and Support of Matriculation Toward Graduation

    • Aurora Public Schools lacks a PK-12 early warning system and systemic approach to identifying students who are off track to graduate and does not provide targeted supports with appropriate and timely interventions to increase on-time graduation.

Root Cause #3: Recruitment, Development, and Retention of Staff

    • APS lacks a comprehensive approach to recruit, hire, and retain staff. APS lacks the infrastructure to develop classified and licensed staff in meeting the educational needs of students with disabilities.

Root Cause #4: Instruction Not Aligned with IEPs

    • The time, intensity, and methodology of programming are not designed to address the individual needs of the student aligned with the identified root cause and the IEP. APS lacks a universal design for learning to allow for meaningful engagement for students with disabilities in general education. APS is not appropriately identifying and developing programming for culturally and linguistically diverse students.

For more information on the root causes, view the APS District Unified Improvement Plan summary.

What are the Major Improvement Strategies?

To address the root causes for our Accredited with Improvement designation, we have developed three Major Improvement Strategies as part of our District UIP Accredited with Improvement Plan. We are incorporating these strategies into the APS 2020 Shaping the Future Strategic Plan.

Major Improvement Strategy #1: Specially Designed Instruction/Programming for all Students with Disabilities

    • Create a structure to expect and empower all staff to support all students with disabilities utilizing data-driven instructional planning, observation and feedback in order to design, implement, and adjust appropriate, specially-designed instruction and programming.

Major Improvement Strategy #2: Improved Instructional Infrastructure

    • Create an instructional infrastructure that ensures alignment between curriculum, instruction, resources, assessment, and professional learning..

Major Improvement Strategy #3: Prepare students for College & Career Success by improving on-time Graduation Rates

    • Develop a systemic approach to proactively identifying students who are off track toward graduation. Create a PK-12 early warning system and systemic approach to identifying students who are off track to graduate and provide targeted supports with appropriate and timely interventions..