Audubon Elementary is located in the center of Colorado Springs in an established residential neighborhood. Our 23/24 demographics include: 287 students (155 Male and 132 Female) 49% White, 35% Hispanic, 9% Two or More Races. We have 58 students that have an IEP and 7 students that are identified as ELL. All students, preschool - 5th grade, are assigned a homeroom class where Tier-1 instruction happens for the various core subjects taught (Reading, Math, Writing, Social Studies, Science, etc.) A…
ll students receive intervention support in reading daily that is based on academic performance data. The interventionist that provides support may be a classroom teacher, GT teacher, special education teacher or other reading specialist or tutor. Students then have an extra intervention time that is tailored for their most pressing need (What I Need Time - WIN Time). This added intervention may be around additional reading needs, math, social-emotional needs, GT supports, ELL supports, etc. All students in kindergarten - 5th grade participate in a daily specials class in the areas of physical education or music. Once weekly, students will also participate in art or technology (alternating weeks) for added enrichment. Within our universal Tier-1 instruction students also have weekly social-emotional learning opportunities through our Random Acts of Kindness program that teachers teach. Additional enrichment classes are offered for our 4th and 5th grade classes in the areas of band and orchestra (students can opt-in to these classes). Before and after school clubs and activities are also a big part of our offerings at Audubon with opportunities for kindergarten - 5th grade. Activities include, but are not limited to, cross country, student council, yearbook, dance clubs, art club, choir, science clubs. Audubon will be in its second year of being a Title 1 school in the 24/25 school year. We will be continuing our work of supporting the Audubon community with title funds in the following three ways: 1. Use funds to hire two staff members that are intervention/enrichment support in reading and math. These supports will be during student What I Need (WIN) time and can be pull out support or push-in support. 2. Teacher leave time for collaborative planning each quarter, data PLCs after benchmarking cycles, and additional training as needs arise. 3. Investment in Community and Culture activities and events - five events during the school year to invite families in that align to academic processes (math, reading, science, and arts). The 2024-2025 Unified Improvement Plan was developed in a collaborative manner with staff and parent participation. The team consisted of school administration, classroom teachers, essentials teachers, Special Education teachers, Teaching and Learning Coach, and parent representation from our School Accountability Committee.
Accredited with Distinction - This is assigned to the highest performing districts. These districts are meeting or exceeding expectations on the majority of performance tasks.
Accredited - Districts with an overall rating of Accredited are meeting expectations on the majority of performance metrics.
Accredited with Improvement Plan - These districts are identified as lower performing. They may be meeting expectations on some performance metrics, but they are not meeting or are only approaching expectations on many.
Accredited with Priority Improvement Plan - These districts are identified as low performing. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these districts until they improve.
Accredited with Turnaround Plan - These districts are identified as among the lowest performing districts in the state. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these districts until they improve.
Accredited with Insufficient State Data - These districts are assigned this accreditation rating when the state does not have enough data to report publicly. To better understand why a district received an Insufficient State Data rating, all publicly reportable data are reflected in the performance framework report. More information about these ratings is available here.
School Ratings
Performance Plan - Schools with a Performance Plan are meeting expectations on the majority of performance metrics.
Improvement Plan - These schools are identified as lower performing. They may be meeting expectations on some performance metrics, but they are not meeting or are only approaching expectations on many.
Priority Improvement Plan - These schools are identified as low performing. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these schools until they improve.
Turnaround Plan - These schools are identified as among the lowest performing schools in the state. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these schools until they improve.
Insufficient State Data - These schools are assigned this plan type when the state does not have enough data to report publicly. To better understand why a school received an Insufficient State Data rating, all publicly reportable data are reflected in the performance framework report. More information about these ratings is available here.