Vanderhoof Elementary is a neighborhood school located in Arvada, Colorado, serving Kindergarten through 5th grade students. We currently have an enrollment of 350 students, including a Significant Support Needs (SSN) Center . Two years ago, our school welcomed approximately 150 new students due to a nearby school closure. Over time, our demographics have shifted. Currently, about 20% of our students receive special education services through an IEP , and 10% are multi-language learners . Approx…
imately 40% of students qualify for Free and Reduced Lunch , a percentage that continues to increase each year. Vanderhoof is proud to be rated as a Performance school according to the Colorado School Performance Framework. (For additional demographic information, please see our school profile .) Our staff is dedicated to providing a welcoming and inclusive environment where students thrive academically, socially, emotionally, and physically. In partnership with families and the community, our goals focus on developing the whole child . Each year, staff and administration analyze state assessments, district data, and classroom progress monitoring to guide instructional priorities and set building goals. Professional Learning Communities (PLCs) meet regularly to collaborate, analyze progress every 6?8 weeks, and create targeted interventions and supports. In addition, monthly Kid Talk meetings ?as part of our MTSS process?help address both academic and behavioral needs. Through these structures, staff actively contribute to the UIP process. Our UIP is reviewed annually with the School Accountability Committee (SAC) and the Parent Teacher Association (PTA) , both of which include staff, parents, and community members. These groups provide valuable feedback on school strengths and areas for improvement. Curriculum and Instruction: We are in our fifth year of Into Reading implementation and continue literacy-focused professional development, with a strong emphasis on the science of reading . In K?3, we are using HMH structured literacy, Heggerty and Orton-Gillingham (OG) strategies to build phonemic awareness/ phonic instruction. We will continue to dive deeper into targeted interventions and extension by implementing a WIN period to our master schedule. This is our Third year of Illustrative Math implementation (K?5) , with PLCs will continue lesson internalization refining instructional strategies and targeting interventions and extensions to meet student needs. Whole Child Supports: We implement the Second Step SEL curriculum and utilize the SSIS universal screener to guide supports. Our MTSS toolbox continues to expand, with staff engaged in professional learning around Restorative Practices, Zones of Regulation, Executive Functioning, and Trauma-Informed Practices . At Vanderhoof, we are proud of our commitment to high academic standards while prioritizing the whole child . Our collective efforts center on ensuring every student is supported to learn, grow, and reach their full potential.
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.