I hope that you were able to have a meaningful conversation with the teachers that work with your child(ren) during parent-teacher conferences. If you were unable to meet, I encourage you to contact the school to set up a meeting to ensure that a conference takes place that focuses on your student(s) and ways the teacher(s) and you can support learning and academic success.
We will have a district-wide committee reviewing graduation requirements this year as we transition to new state guidelines. As required by state statute (22-2-106, C.R.S.), the State Board of Education adopted a comprehensive set of guidelines to be used by each school district in establishing requirements for students to receive a high school diploma. These guidelines call for students to demonstrate minimum academic competencies, demonstrate 21st century skills, and successful completion of an Individual Career and Academic Plan (ICAP) by the time of high school graduation. During the 2014-15 academic year, districts will enter the first phase of Graduation Guidelines implementation, which includes utilization of Colorado’s Academic Standards, demonstrations of 21st Century Skills, and ICAP as a college and career planning tool.
I want to share some information on the work we’re doing to implement the new Colorado Academic Standards and why this is so important for our children. Academic standards are not a new thing- they have been in place for nearly 20 years. Standards provide a clear roadmap for learning for teachers, parents and students by having defined goals for each grade level. These goals are more rigorous and challenging, as they should be. It is not acceptable to graduate students who do not have the tools to be successful in postsecondary education or in the work force. Families and teachers must work together to ensure that all students are prepared for success following graduation.
In Colorado we have newly updated standards in 10 content areas called the Colorado Academic Standards. Today’s students are preparing to enter a world in which colleges and businesses are demanding more than ever before. Our academic standards have changed to reflect the skills and knowledge necessary to be prepared for today’s entry-level careers, freshman-level college courses and workforce training programs.
Our standards focus on developing the critical thinking, problem solving and analytical skills students need to be successful. Gone are the days where students merely memorize and “do math” or read and discuss text. Our new standards require our students to be able to explain the concepts behind the math and move beyond basic comprehension of text. Students must be able to deeply analyze text, weigh sources of information and cite evidence. Skills taught in the classroom must prepare our students for the jobs of tomorrow.
Our standards for English language arts and math incorporate the Common Core State Standards which have been adopted by more than 43 states. Having common standards across states provides the building blocks to close inequality gaps in the education system by providing consistent clarity about the skills children should master in each grade. It also opens up the doors for teachers to collaborate like never before! Our late start Wednesdays and professional development days have allowed teachers to analyze student assessment results, share lesson planning and align curriculum with standards at their grade level, in their school and with other schools.
Having common standards across the U.S. does NOT create national curriculum. The standards set the benchmarks (the goals and expectations) but each teacher continues to create lesson plans and tailor teaching to meet the needs of the students in his or her classroom.
I have high hopes for what your child will be learning and accomplishing this year, but their success also depends on your guidance and support outside of the classroom. The new standards expect more of our students and more of our teachers. We’ll need your support to see the highest levels of success for your child.
Please let me know if you have any questions about the standards or what your child will be learning this year. Your involvement and continued dedication to your child’s academic success is appreciated!
Weld Re-8 would like to thank the Fort Lupton Police Department for their donation of school supplies for our students. With great appreciation the staff would like to thank you for all of your hard work and contribution to the education of Weld Re-8 students!
Also a big thank you to all of those who helped with the Spaghetti Dinner; Villano Bros Farm, Silverstates, Pizza Hut, Dante's Little Italy, Chief Of Police Ken Poncolo and the several of the Fort Lupton High School Football Players and Cheerleaders!!!
Late Start Wednesday
All schools will have a weekly late start, on Wednesdays. School will start 1 hour later than the normal time, with buses also running 1 hour later than usual on Wednesday mornings. Teachers will report 30 minutes early to allow a 90 minute plan time for all staff at each school to hold grade level or departmental team meetings, analyze data and plan instruction. Late starts will begin on Wednesday, September 3 and will take place each Wednesday through May 13, 2015.
Todas las escuelas comenzaran tarde cada semana, los días miércoles comenzando el 3 de septiembre. La escuela dará comienzo 1 hora más tarde que el tiempo normal, con los camiones escolares también corriendo 1 hora más tarde que lo de costumbre por las mañanas de los días miércoles. Los maestros se reportaran 30 minutos más temprano para permitirles tener 90 minutos de tiempo para planeo para que todo el personal de cada escuela pueda llevar a cabo juntas de cada nivel de grado o del equipo departamental, analizar información y planeo de instrucción. La comienzos tardes darán principio el miércoles, 3 de septiembre y se llevara a cabo cada miércoles hasta el 13 de mayo, 2014-2015.
Superintendent John Hoag
posted September 2nd, 2014
Weld Re-8 Moves Up to “Improvement” State Rating
(Fort Lupton) Weld School District Re-8 has received the tentative District Performance Framework (DPF) and School Performance Framework (SPF) ratings from the Colorado Department of Education. The ratings are considered tentative until the state board of education takes official action on the district rating later this year and the local school board take action to accredit its schools after an internal review by the District Accountability Committee (DAC) in September. The school board will take action on the school accreditation ratings and pass their recommendations on to the state in October. The ratings are based on a number of key data indicators including spring of 2014 TCAP scores, growth scores, sub-group performance, and post-secondary readiness.
The District Performance Framework received from the state has a district rating of “Improvement” status, up from the previous “Priority Improvement” status from the past year. The rating increased from 48.6% to 53.6%. Both “Priority Improvement” and “Turnaround” status had a number of possible state sanctions had the district not increased its rating over five years. The district entered “Year Three Priority Improvement” status on July of 2014, but the turnaround clock has stopped with the increased “Improvement” rating and the possibility of any sanctions has been lifted by the state.
In addition, Twombly Elementary, under the guidance of Principal Gayle Dunlap and with an all-out effort by the school’s teachers, had the best increases on its TCAP scores in terms of growth and its rating went to an all-time high from “Improvement” status to “Performance” status. The “Performance” status is the highest rating under the School Performance Framework. Twombly Elementary is currently the highest rated school in the district. The “Performance Plan” rating indicates the school meets or exceeds statewide attainment on the performance indicators. The school’s rating increased to 63.7%.
Butler Elementary slipped in its rating from to 52.3% but is retains its “Improvement” status. Fort Lupton Middle School also fell a few points in its rating to 58.9% and dropped in its rating as well. Under advisement from the state, the district will file a Request for Reconsideration hoping that further data examination, as well as a body of evidence will reinstate the previous rating of “Performance” as the schools points barely fell below the cut points needed to attain the “Performance” rating. The state currently has the high school rated as “Improvement” plan with the school rated at 50.5%, the lowest performing school in the district. Fort Lupton High School has retained its previous rating of “Improvement” status although scores in areas such as math did fall dramatically this past year. The school’s rating has continued to slip and the district is working with the school on a 45 Day and 90 Day Action Plan to increase student achievement in the core content areas of math and language arts.
Outgoing Superintendent Mark A. Payler commented on the ratings stating, “It took a team effort to see the positive results we are seeing in the recently released tentative ratings, but surely these ratings demonstrate to the public that the district is on the right path toward raising academic success. The solution to increasing student achievement is already here, good solid instruction practices need to be supported by the district and community – they will lead all students toward academic success. The answer is about solid instructional practices, systemically implemented, which produce positive results. Those schools that embraced the data-driven instructional practices we studied and implemented with the University of Virginia’s Darden School of Business Turnaround Leadership Program showed positive growth as demonstrated by the increases at Twombly Elementary, Butler Elementary and Fort Lupton Middle School. The on-going challenge will be for all schools to raise their achievement to the level our students are capable of reaching.”
Highlights from the District Performance Framework (DPF): •Academic Achievement score increased 2% •Academic Growth score increased 3% •Growth Gap score increased ~5% •Post-secondary Work Force Readiness score increased 8% •Weld Re-8 exceeds the state expectation for growth in elementary math •Weld Re-8 exceed the state expectations for growth in middle school math for special needs students •Weld Re-8 growth on ACCESS meets the state expectation in elementary and high school
Highlights from Twombly’s School Performance Framework (SPF): •Academic Achievement score increased from 43.8% to 50% •Academic Growth score improved from 60.7% to 67.9% •Growth Gap score improved from 50% to 68.8% •Writing achievement approached state expectation •Academic Growth in math exceeds state expectation •Growth gap for FRL students meets state expectation in math •Growth gap for minority and ELL students meets state expectation in math •Growth Gap for students needing to catch up in math meets state expectation •All subgroups meet state expectation in writing
Highlights from Butler’s School Performance Framework (SPF): •Writing achievement approaches state expectations •ACCESS growth meets state expectations
Highlight’s from Fort Lupton Middle School Performance Framework (SPF): •Academic Growth score increased from 60% to 65% •Weld Re-8 exceeds the state expectations for growth in middle school math for special needs students
Highlights from Fort Lupton High School Performance Framework (SPF): •Academic Achievement score increased from 37.5% to 41.7% •Post-Secondary Workforce Readiness score increased from 42.2% to 54.7% •Overall school performance framework score increased from 47.9% to 50.5% •Academic Achievement in writing improved from “Does not meet” to “Approaching” •ACCESS growth improved from “Approaching” to “Meets” •High School Drop-out score improved from “Approaching” to “Meets” •ACT score improved from “Does Not Meet” to “Approaching”
posted August 19th, 2014
Weld County School District Re-8
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Late Start Wednesday-All schools will have a weekly late start, on Wednesdays. School will start 1 hour later than the normal time, with buses also running 1 hour later than usual on Wednesday mornings. Teachers will report 30 minutes early to allow a 90 minute plan time for all staff at each school to hold grade level or departmental team meetings, analyze data and plan instruction. Late starts will begin on Wednesday, September 3 and will take place each Wednesday through May 13, 2015.
Nondiscrimination/Equal Opportunity Statement
In compliance with Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, the Americans with Disabilities Act, the Genetic Information Nondiscrimination Act of 2008, Colorado law and Board of Education Policy AC (Nondiscrimination/Equal Opportunity), Weld County School District Re-8 does not discriminate on the basis of disability, race, creed, color, sex, sexual orientation, gender identity/expression, national origin, religion, ancestry, need for special education services, age, marital status, genetic information, or physical characteristics in admissions, access to, treatment, or employment in educational programs or activities which it operates. Complaint procedures have been established for students, parents, employees and members of the public. The following person has been identified as the compliance officer for the district: Superintendent, Weld County School District Re-8: 301 Reynolds Street, Fort Lupton, CO 80621, 303.857.3200, email@example.com