ARCHIVE Unified Improvement Plan
ARCHIVE Unified Improvement Plan
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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.
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 is a Unified Improvement Plan?
What does Unified Improvement Planning (UIP) mean?
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?
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?
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?
Where can I learn more about Unified Improvement Planning?
You may learn more about Unified Improvement Planning and the UIP process at the Colorado Department of Education website.
What is our current UIP data?
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.
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?
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 detailed 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.
For more information on the data used to determine the Accredited with Improvement designation for APS, view a district detailed 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?
What are the root causes for our data?
Based on our achievement and growth data, the Colorado Department of Education has identified five Root Causes for assigning APS an Accredited with Improvement designation:
Based on our achievement and growth data, the Colorado Department of Education has identified five Root Causes for assigning APS an Accredited with Improvement designation:
Root Cause #1: Instructional Infrastructure in Early and Foundational Stage of Implementation
Root Cause #1: Instructional Infrastructure in Early and Foundational Stage of Implementation
The instructional infrastructure in APS that aligns curriculum, resources, instruction, assessment, and professional learning is considered to be in the early and foundational stage of implementation.
Root Cause #2: Instructional Infrastructure in Foundational Stage of Implementation
Root Cause #2: Instructional Infrastructure in Foundational Stage of Implementation
The instructional infrastructure in APS that aligns curriculum, resources, instruction, assessment, and professional learning is considered to be in the foundational stage of implementation.
Root Cause #3: Lack of Plan for Recruitment, Development, and Retention of SPED Staff
Root Cause #3: Lack of Plan for Recruitment, Development, and Retention of SPED Staff
APS lacks a structure for ongoing recruitment, development, and retention of Special Education staff.
Root Cause #4: Instruction not aligned with Individualized Education Programs (IEPs)
Root Cause #4: Instruction not aligned with Individualized Education Programs (IEPs)
The level of collaboration required for effective instruction aligned with IEPs is lacking in APS between general education and special education staff.
Root Cause #5: Lack of Supports for Off-Track Students and Post-Secondary Matriculation
Root Cause #5: Lack of Supports for Off-Track Students and Post-Secondary Matriculation
APS has a lack of systems to efficiently identify students that are off-track for on-time graduation and to support successful post-secondary matriculation.
For more information on the root causes, view the APS District Unified Improvement Plan detailed summary.
For more information on the root causes, view the APS District Unified Improvement Plan detailed summary.
What are the Major Improvement Strategies?
What are the Major Improvement Strategies?
To address the root causes for our Accredited with Improvement designation, we have developed four 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.
To address the root causes for our Accredited with Improvement designation, we have developed four 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
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 and evaluator observation and feedback in order to plan and implement appropriate, specifically-designed instruction. (Root Causes Addressed: 3 & 4)
Major Improvement Strategy #2: Improved Student Supports for On-Time Graduation and Post-Secondary Readiness
Major Improvement Strategy #2: Improved Student Supports for On-Time Graduation and Post-Secondary Readiness
Improve early warning system and support to engage or re-engage students to get on track for graduation and implement a plan for successful post-secondary matriculation. (Root Causes Addressed: 5)
Major Improvement Strategy #3: Improved Foundational Stage of Instructional Infrastructure (ELA)
Major Improvement Strategy #3: Improved Foundational Stage of Instructional Infrastructure (ELA)
Deepen execution, alignment, and communication of components within the Instructional Infrastructure. (Root Causes Addressed: 2)
Major Improvement Strategy #4: Improved Early and foundational Stages of Instructional Infrastructure (Math)
Major Improvement Strategy #4: Improved Early and foundational Stages of Instructional Infrastructure (Math)
Deepen execution and alignment of components within the Instructional Infrastructure. (Root Causes Addressed: 1)
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