School Story Coyote Ridge is proudly in our 3rd year of existence! Our K-5th school population is comprised of 350 students (up from 297 last year) Diversity: Hispanic – 9% Asian – 4% Black – 2% White – 80% Other – 4% Male/Female: 50/50% Free and Reduced Meals (FARM): 13% Students with IEP’s and/or ILP’s: 9% have an IEP, 16% have an ILP Students with ALP’s: 5% CRES aspires to become an Authorized IB PYP School. We will complete the second phase of that process, “Application A” this year! We are thrilled to be “Accredited with Distinction” by CDE

Data--Science 2008-2009 5th 71% 2009-2010 5th 94%

Data--Math 2009-2010 Math 3rd- 100% 4th- 100% 5th- 100% Median Growth- 92% 2008-2009 Math 3rd- 83% 4th- 100% 5th- 88%

Data--Reading 2009-2010 Reading 3rd Grade- 4th Grade- 5th Grade- Median Growth- 86% 2008-2009 Reading 3rd- 88% 4th- 92% 5th- 96%

Data--Writing 2009-2010 Writing 3rd- 80% 4th- 78% 5th- 94% Median Growth- 95% 2008-2009 Writing 3rd- 61% 4th- 75% 5th- 79%

Celebrations & Challenges Continued growth year to year on CSAP and other measures Growth of ALL students! Successful implementation of RtI practices PST Team for both academic and behavior challenges Interventions for all kids who need them Challenges: 53 new students to our school + 70 kindergartners Sixty six 2nd graders registered in 2 classes No additional FTE from district provided Reconfigured our staffing plan to solve the problem Resulted in loss of 2 aides to help in large classrooms, etc. Loss of literacy interventionists, no FTE for math interventions 1.5 FTE last year to .75 this year – 123 new students in our school Space for interventions is minimal/school is packed

Rationale: How/Why targets were selected We chose our targets based on: Previous success on CSAP and other assessments Growth of all students/desire to replicate student success Desire to continue IB work, which we directly relate to our success Alignment of school-wide curriculum Targeting writing instruction Articulation between all grade levels Common literacy vocabulary taught in all grade levels Implementation of best teaching practices New state standards used to drive our Units of Inquiry Deepen our use of performance assessments to monitor progress Development of common assessments especially in K-2

Results of Root Cause Analysis We believe our students’ overall academic achievement can be partially attributed to the implementation of our staff’s collaborative work to become an authorized IB school including: Professional development plan which included weekly vertical articulation to create our Programme of Inquiry (POI), horizontal articulation to develop grade level unit planners, use of Backwards Design to create Units of Inquiry, implementing and teaching technology skills, teaching research skills, teaching through inquiry to maximize critical thinking, providing opportunities and teaching students to be reflective, integrating action-based community service, knowing and aligning the teaching of the new Colorado 21st Century Learning Standards. We believe that the gap was closed by the following practices we employed (and we will continue to use): Careful analysis of data to identify gaps, grade level articulation (horizontal and vertical), grade level team planning with interventionists, & instructional coach, flooding model in reading to increase literacy blocks from 90 minutes to 120 minutes, and for targeting student needs in small groups, Inquiry based approach to teaching, use of common assessments and rubrics among grade levels, allocated financial resources to purchase intervention programs and fund intervention positions, actively engaged volunteers to help meet student’s literacy goals.

Highlights of Action Plan We will be able to define and articulate what students will be able to do, know, and understand in each of our grade level units of inquiry. We will articulate and define what students need to be able to do at each grade level in writing. We then we will be able to create a school wide writing rubric. We will deepen our understanding of the inquiry process and how it applies to our IB planners. We will have opportunities to observe inquiry in action, and will begin to take risks in showing off our newly acquired skills. We will use what we know about inquiry and apply that understanding in creating performance assessments.

Review of Plan: August 2nd & 3rd: District Training w/ Leadership Team Data shared with staff, individual review of data August 11th & 12th: Full Staff work on SIP Review of Data Opportunities to reflect/discuss in small and large groups Root Cause Analysis done by full staff – lead by Leadership Team Sept. 1st: District Day, Standards work/Literacy goals through IB Units Sept. 9th: Literacy Committee Work began to a set direction for our writing goal work Sept. 12th: Leadership Team Retreat Sunday to complete the SIP Template Sept. 22nd: SIP presented to the staff and incorporated feedback Sept. 27th: SAAC presentation incorporated feedback, set topics for SAAC discussions Sept. 29th: Plan finalized after last staff review and submitted to district