Central Elementary School (1426)

Elementary school

6450 HOLLY STREET
COMMERCE CITY, CO 80022

367

Total Students Served

Pre-K - Grade 5

School District:
Adams County 14 (0030)
View School List

District Website

Performance Frameworks & Unified Improvement Plan:

Framework Report PDFs

Unified Improvement Plan (UIP)

Academic Growth

Selected Report Year: 2023
Rating: Priority Improvement Plan
Performance Watch Status: Year 8
Rating Source: Rating based on 1-Year Performance Report

Selected Report Year: 2022
Rating: Turnaround Plan: Meets 95% Participation
Performance Watch Status: Year 7
Rating Source: Rating based on 1-Year Performance Report

Selected Report Year: 2019
Rating: Priority Improvement Plan: Meets 95% Participation
Performance Watch Status: Year 7 of Priority Improvement or Turnaround
Rating Source: Rating based on 1-Year Performance Report

Selected Report Year: 2018
Rating: Priority Improvement Plan: Meets 95% Participation
Performance Watch Status: Year 6 of Priority Improvement or Turnaround
Rating Source: Rating based on 1-Year Performance Report

Selected Report Year: 2017
Rating: Priority Improvement Plan: Meets 95% Participation
Performance Watch Status: Year 5 of Priority Improvement or Turnaround
Rating Source: Rating based on 1-Year Performance Report

Selected Report Year: 2016
Rating: Priority Improvement Plan
Performance Watch Status: Year 4 of Priority Improvement or Turnaround
Rating Source: Rating based on 1-Year Performance Report

Report Year:

Academic Growth

The performance framework is built around a range of student outcome measures organized beneath three performance indicators: Academic Achievement, Academic Growth, and Postsecondary & Workforce Readiness. For the Academic Growth performance indicator, the framework assigns ratings based on median student growth percentile (MGPs) and Percent On-Track to Proficiency calculations that are generated using the Colorado Growth Model. At the elementary and middle school level, Academic Growth metrics are determined for CMAS English Language Arts and Math, and the English Language Proficiency Assessment. At the high school level, PSAT/SAT Evidence Based Reading & Writing and Math are used for growth determinations.

The displays reflect by grade levels, median growth percentiles by assessment for all students and by sub-groups along with their assigned ratings. The color of the triangle indicates the calculated ratings with each colored bars indicating the range of scores associated with the possible ratings.

At the elementary school level, the performance framework determines Academic Growth ratings based on metrics generated using the Colorado Growth Model. These metrics measure student progress from one year to the next on the annual CMAS assessments. Median student growth percentiles (MGPs) are the basic performance metric used to evaluate growth outcomes. For English Language Arts, MGPs are reported for the entire tested population and for the following student subgroups:

Free/Reduced-Price Lunch Eligible Students - These MGP calculations represent growth outcomes for students who are eligible for free or reduced-price lunch.

Minority Students - These MGP calculations represent growth outcomes for students with racial or ethnic backgrounds other than White.

English Learners - These MGP calculations represent growth outcomes for student who speak English as a second language and receive English Language instructional services.

Students with Disabilities - These MGP calculations represent growth outcomes for students who receive services under an Individualized Education Program (IEP).

The framework assigns a rating to each of the MGP calculations outlined above. District and school MGPs will always fall within the range of 1 - 99, with 50 representing the midpoint for the state. Ratings cut points are set at different increments along this range and are consistent for all growth measures that appear in the performance framework.

For each rating, a district or school accumulates a set number of points toward its overall Academic Growth rating. Points are earned in proportion to the level of the rating, so that higher ratings equate to larger point totals. The table below shows how ratings and point values are assigned. Note that in accumulating points toward the overall Academic Growth rating, metrics representing the entire student population are given more weight than metrics representing student subgroups. This is reflected in larger point values associated with the All Students group. For all measures using MGPs, the same cut points are used to determine sub-indicator ratings.

Rating	Median Growth Percentile Range*	All Students: Points Earned/Eligible	Subgroups: Points Earned/Eligible
Exceeds	65-99	8/8	1/1
Meets	50-64.5	6/8	.75/1
Approaching	35-49.5	4/8	.50/1
Does Not Meet	1-34.5	2/8	.25/1

*MGPs are not reported or used in the performance frameworks when fewer than 20 individual student growth percentiles are available.

More information about the Colorado Growth Model is available here.

At the elementary school level, the performance framework determines Academic Growth ratings based on metrics generated using the Colorado Growth Model. These metrics measure student progress from one year to the next on the annual CMAS assessments. Median student growth percentiles (MGPs) are the basic performance metric used to evaluate growth outcomes. For Math, MGPs are reported for the entire tested population and for the following student subgroups:

Free/Reduced-Price Lunch Eligible Students - These MGP calculations represent growth outcomes for students who are eligible for free or reduced-price lunch.

Minority Students - These MGP calculations represent growth outcomes for students with racial or ethnic backgrounds other than White.

English Learners - These MGP calculations represent growth outcomes for student who speak English as a second language and receive English Language instructional services.

Students with Disabilities - These MGP calculations represent growth outcomes for students who receive services under an Individualized Education Program (IEP).

Rating	Median Growth Percentile Range*	All Students: Points Earned/Eligible	Subgroups: Points Earned/Eligible
Exceeds	65-99	8/8	1/1
Meets	50-64.5	6/8	.75/1
Approaching	35-49.5	4/8	.50/1
Does Not Meet	1-34.5	2/8	.25/1

*MGPs are not reported or used in the performance frameworks when fewer than 20 individual student growth percentiles are available.

More information about the Colorado Growth Model is available here.

At the elementary school level, the performance framework determines Academic Growth ratings based on metrics generated using the Colorado Growth Model. These metrics measure student progress from one year to the WIDA ACCESS English Language Proficiency (ELP) assessment. For the ELP assessment, median growth percentiles (MGPs) and on-track percentages are used to evaluate growth outcomes.

Both metrics represent the results for all students with two consecutive years of results on WIDA ACCESS assessment. Outcome measures for subgroups of students within the English Language Proficiency results are not reported.

The framework assigns rating to the English Language Proficiency MGPs using the same cut points that have been established for other MGP metrics that appear in the frameworks: ratings cut points are set at 35.0, 50.0, and 65.0. On-Track percentages are set using the same method that is used for assigning ratings to Academic Achievement metrics: each on-track metric is ranked relative to statewide outcomes, and ratings cut points are set at the 15th, 50th, and 85th percentiles.

For each rating assigned to an individual MGP or On-Track metric, a district or school accumulates a set number of points toward its overall Academic Growth rating. Points are earned in proportion to the level of the rating, so that higher ratings equate to larger point totals. The table below shows how ratings and point values are assigned to the ELP growth metrics.

English Language Proficiency Median Growth Percentile

Rating	MGP Range*	Point Values
Exceeds	65-99	2
Meets	50-64.5	1.5
Approaching	35-49.5	1
Does Not Meet	1-34.5	.5

On Track to English Language Proficiency

Rating	Percentile Rank Range	Percentage of Students	Point Values
Exceeds	85-99	82.4-100%	2
Meets	50-84	72.4-82.39%	1.5
Approaching	15-49	63.5-72.39%	1
Does Not Meet	1-14	0-63.49%	.5

*Growth results for student who had a language proficiency designation other than NEP or LEP are not included in performance framework calculations.

More information about the Colorado Growth Model is available here.

2023 Academic Growth - Elementary School

CMAS - English Language Arts - Elementary School - (2023)

View CMAS - English Language Arts Data Table

DISTRICT CODE	DISPLAY NAME	EMH LEVEL	EMH TYPE	REPORT YEAR	REPORT TYPE	DATA SET	SUBINDICATOR	STUDENT GROUP	RATING	GROWTH N-COUNT	MEDIAN STUDENT GROWTH PERCENTILE	PTS EARN	PTS ELIG
30	Central Elementary School (1426)	Elementary School	E	2016	1-Year Report	School	CMAS - English Language Arts	All Students	Approaching	140	38.0	4	8
30	Central Elementary School (1426)	Elementary School	E	2016	1-Year Report	School	CMAS - English Language Arts	English Learners	Approaching	73	39.0	0.5	1
30	Central Elementary School (1426)	Elementary School	E	2016	1-Year Report	School	CMAS - English Language Arts	Free/Reduced-Price Lunch Eligible	Approaching	111	37.0	0.5	1
30	Central Elementary School (1426)	Elementary School	E	2016	1-Year Report	School	CMAS - English Language Arts	Minority Students	Approaching	126	37.0	0.5	1
30	Central Elementary School (1426)	Elementary School	E	2016	1-Year Report	School	CMAS - English Language Arts	Students with Disabilities	Insufficient Data	< 20	0.0	0	0
30	Central Elementary School (1426)	Elementary School	E	2017	1-Year Report	School	CMAS - English Language Arts	All Students	Approaching	144	43.0	8	16
30	Central Elementary School (1426)	Elementary School	E	2017	1-Year Report	School	CMAS - English Language Arts	English Learners	Approaching	77	42.0	1	2
30	Central Elementary School (1426)	Elementary School	E	2017	1-Year Report	School	CMAS - English Language Arts	Free/Reduced-Price Lunch Eligible	Approaching	128	42.0	1	2
30	Central Elementary School (1426)	Elementary School	E	2017	1-Year Report	School	CMAS - English Language Arts	Minority Students	Approaching	130	44.0	1	2
30	Central Elementary School (1426)	Elementary School	E	2017	1-Year Report	School	CMAS - English Language Arts	Students with Disabilities	Insufficient Data	< 20	0.0	0	0
30	Central Elementary School (1426)	Elementary School	E	2018	1-Year Report	School	CMAS - English Language Arts	All Students	Approaching	131	37.0	4	8
30	Central Elementary School (1426)	Elementary School	E	2018	1-Year Report	School	CMAS - English Language Arts	English Learners	Approaching	72	46.5	0.5	1
30	Central Elementary School (1426)	Elementary School	E	2018	1-Year Report	School	CMAS - English Language Arts	Free/Reduced-Price Lunch Eligible	Approaching	105	44.0	0.5	1
30	Central Elementary School (1426)	Elementary School	E	2018	1-Year Report	School	CMAS - English Language Arts	Minority Students	Approaching	119	38.0	0.5	1
30	Central Elementary School (1426)	Elementary School	E	2018	1-Year Report	School	CMAS - English Language Arts	Students with Disabilities	Insufficient Data	< 20	0.0	0	0
30	Central Elementary School (1426)	Elementary School	E	2019	1-Year Report	School	CMAS - English Language Arts	All Students	Approaching	121	45.0	4	8
30	Central Elementary School (1426)	Elementary School	E	2019	1-Year Report	School	CMAS - English Language Arts	English Learners	Approaching	73	46.0	0.5	1
30	Central Elementary School (1426)	Elementary School	E	2019	1-Year Report	School	CMAS - English Language Arts	Free/Reduced-Price Lunch Eligible	Approaching	110	45.0	0.5	1
30	Central Elementary School (1426)	Elementary School	E	2019	1-Year Report	School	CMAS - English Language Arts	Minority Students	Approaching	112	44.0	0.5	1
30	Central Elementary School (1426)	Elementary School	E	2019	1-Year Report	School	CMAS - English Language Arts	Students with Disabilities	Insufficient Data	< 20	0.0	0	0
30	Central Elementary School (1426)	Elementary School	E	2022	1-Year	School	CMAS - English Language Arts	All Students	Insufficient Data	n < 20	0.0	0	0
30	Central Elementary School (1426)	Elementary School	E	2022	1-Year	School	CMAS - English Language Arts	English Learners	Insufficient Data	n < 20	0.0	0	0
30	Central Elementary School (1426)	Elementary School	E	2022	1-Year	School	CMAS - English Language Arts	Free/Reduced-Price Lunch Eligible	Insufficient Data	n < 20	0.0	0	0
30	Central Elementary School (1426)	Elementary School	E	2022	1-Year	School	CMAS - English Language Arts	Minority Students	Insufficient Data	n < 20	0.0	0	0
30	Central Elementary School (1426)	Elementary School	E	2022	1-Year	School	CMAS - English Language Arts	Students with Disabilities	Insufficient Data	n < 20	0.0	0	0
30	Central Elementary School (1426)	Elementary School	E	2023	1-Year Report	School	CMAS - English Language Arts	All Students	Approaching	67	47.0	4	8
30	Central Elementary School (1426)	Elementary School	E	2023	1-Year Report	School	CMAS - English Language Arts	English Learners	Approaching	24	47.0	0.5	1
30	Central Elementary School (1426)	Elementary School	E	2023	1-Year Report	School	CMAS - English Language Arts	Free/Reduced-Price Lunch Eligible	Approaching	61	49.0	0.5	1
30	Central Elementary School (1426)	Elementary School	E	2023	1-Year Report	School	CMAS - English Language Arts	Minority Students	Approaching	59	40.0	0.5	1
30	Central Elementary School (1426)	Elementary School	E	2023	1-Year Report	School	CMAS - English Language Arts	Students with Disabilities	Insufficient Data	n < 20	0.0	0	0

CMAS - Math - Elementary School - (2023)

View CMAS - Math Data Table

DISTRICT CODE	DISPLAY NAME	EMH LEVEL	EMH TYPE	REPORT YEAR	REPORT TYPE	DATA SET	SUBINDICATOR	STUDENT GROUP	RATING	GROWTH N-COUNT	MEDIAN STUDENT GROWTH PERCENTILE	PTS EARN	PTS ELIG
30	Central Elementary School (1426)	Elementary School	E	2016	1-Year Report	School	CMAS - Math	All Students	Approaching	139	37.0	4	8
30	Central Elementary School (1426)	Elementary School	E	2016	1-Year Report	School	CMAS - Math	English Learners	Approaching	72	38.0	0.5	1
30	Central Elementary School (1426)	Elementary School	E	2016	1-Year Report	School	CMAS - Math	Free/Reduced-Price Lunch Eligible	Approaching	110	37.5	0.5	1
30	Central Elementary School (1426)	Elementary School	E	2016	1-Year Report	School	CMAS - Math	Minority Students	Approaching	125	36.0	0.5	1
30	Central Elementary School (1426)	Elementary School	E	2016	1-Year Report	School	CMAS - Math	Students with Disabilities	Insufficient Data	< 20	0.0	0	0
30	Central Elementary School (1426)	Elementary School	E	2017	1-Year Report	School	CMAS - Math	All Students	Approaching	144	35.0	8	16
30	Central Elementary School (1426)	Elementary School	E	2017	1-Year Report	School	CMAS - Math	English Learners	Approaching	79	35.0	1	2
30	Central Elementary School (1426)	Elementary School	E	2017	1-Year Report	School	CMAS - Math	Free/Reduced-Price Lunch Eligible	Approaching	127	35.0	1	2
30	Central Elementary School (1426)	Elementary School	E	2017	1-Year Report	School	CMAS - Math	Minority Students	Does Not Meet	130	34.5	0.5	2
30	Central Elementary School (1426)	Elementary School	E	2017	1-Year Report	School	CMAS - Math	Students with Disabilities	Insufficient Data	< 20	0.0	0	0
30	Central Elementary School (1426)	Elementary School	E	2018	1-Year Report	School	CMAS - Math	All Students	Approaching	134	37.0	4	8
30	Central Elementary School (1426)	Elementary School	E	2018	1-Year Report	School	CMAS - Math	English Learners	Approaching	76	41.5	0.5	1
30	Central Elementary School (1426)	Elementary School	E	2018	1-Year Report	School	CMAS - Math	Free/Reduced-Price Lunch Eligible	Approaching	107	38.0	0.5	1
30	Central Elementary School (1426)	Elementary School	E	2018	1-Year Report	School	CMAS - Math	Minority Students	Approaching	122	38.0	0.5	1
30	Central Elementary School (1426)	Elementary School	E	2018	1-Year Report	School	CMAS - Math	Students with Disabilities	Insufficient Data	< 20	0.0	0	0
30	Central Elementary School (1426)	Elementary School	E	2019	1-Year Report	School	CMAS - Math	All Students	Approaching	124	46.5	4	8
30	Central Elementary School (1426)	Elementary School	E	2019	1-Year Report	School	CMAS - Math	English Learners	Meets	76	51.0	0.75	1
30	Central Elementary School (1426)	Elementary School	E	2019	1-Year Report	School	CMAS - Math	Free/Reduced-Price Lunch Eligible	Approaching	112	44.5	0.5	1
30	Central Elementary School (1426)	Elementary School	E	2019	1-Year Report	School	CMAS - Math	Minority Students	Approaching	115	47.0	0.5	1
30	Central Elementary School (1426)	Elementary School	E	2019	1-Year Report	School	CMAS - Math	Students with Disabilities	Insufficient Data	< 20	0.0	0	0
30	Central Elementary School (1426)	Elementary School	E	2022	1-Year	School	CMAS - Math	All Students	Does Not Meet	44	30.5	2	8
30	Central Elementary School (1426)	Elementary School	E	2022	1-Year	School	CMAS - Math	English Learners	Does Not Meet	32	30.5	.25	1
30	Central Elementary School (1426)	Elementary School	E	2022	1-Year	School	CMAS - Math	Free/Reduced-Price Lunch Eligible	Does Not Meet	32	29.0	.25	1
30	Central Elementary School (1426)	Elementary School	E	2022	1-Year	School	CMAS - Math	Minority Students	Does Not Meet	39	28.0	.25	1
30	Central Elementary School (1426)	Elementary School	E	2022	1-Year	School	CMAS - Math	Students with Disabilities	Insufficient Data	n < 20	0.0	0	0
30	Central Elementary School (1426)	Elementary School	E	2023	1-Year Report	School	CMAS - Math	All Students	Approaching	106	38.5	4	8
30	Central Elementary School (1426)	Elementary School	E	2023	1-Year Report	School	CMAS - Math	English Learners	Approaching	62	49.5	0.5	1
30	Central Elementary School (1426)	Elementary School	E	2023	1-Year Report	School	CMAS - Math	Free/Reduced-Price Lunch Eligible	Approaching	90	38.0	0.5	1
30	Central Elementary School (1426)	Elementary School	E	2023	1-Year Report	School	CMAS - Math	Minority Students	Approaching	98	38.5	0.5	1
30	Central Elementary School (1426)	Elementary School	E	2023	1-Year Report	School	CMAS - Math	Students with Disabilities	Insufficient Data	n < 20	0.0	0	0

English Language Proficiency - Elementary School - (2023)

View English Language Proficiency Data Table

DISTRICT CODE	DISPLAY NAME	EMH LEVEL	EMH TYPE	REPORT YEAR	REPORT TYPE	DATA SET	SUBINDICATOR	STUDENT GROUP	RATING	GROWTH N-COUNT	MEDIAN STUDENT GROWTH PERCENTILE	PTS EARN	PTS ELIG
30	Central Elementary School (1426)	Elementary School	E	2016	1-Year Report	School	English Language Proficiency	ELP Median Growth Percentile	Does Not Meet	156	34.0	1	4
30	Central Elementary School (1426)	Elementary School	E	2017	1-Year Report	School	English Language Proficiency	ELP Median Growth Percentile	Insufficient Data	< 20	0.0	0	0
30	Central Elementary School (1426)	Elementary School	E	2018	1-Year Report	School	English Language Proficiency	ELP Median Growth Percentile	Approaching	164	43.5	2	4
30	Central Elementary School (1426)	Elementary School	E	2018	1-Year Report	School	English Language Proficiency	Percent On Track to EL Proficiency	Approaching	164	72.6	0	0
30	Central Elementary School (1426)	Elementary School	E	2019	1-Year Report	School	English Language Proficiency	ELP Median Growth Percentile	Approaching	152	39.5	1	2
30	Central Elementary School (1426)	Elementary School	E	2019	1-Year Report	School	English Language Proficiency	Percent On Track to EL Proficiency	Approaching	152	64.5	1	2
30	Central Elementary School (1426)	Elementary School	E	2022	1-Year	School	English Language Proficiency	English Language Proficiency (ELP Growth)	Approaching	80	39.0	1	2
30	Central Elementary School (1426)	Elementary School	E	2022	1-Year	School	English Language Proficiency	On Track to EL Proficiency (ELP Growth)	Approaching	78	56.4	1	2
30	Central Elementary School (1426)	Elementary School	E	2023	1-Year Report	School	English Language Proficiency	ELP Median Growth Percentile	Approaching	131	38.0	1	2
30	Central Elementary School (1426)	Elementary School	E	2023	1-Year Report	School	English Language Proficiency	Percent On Track to EL Proficiency	Approaching	131	55.7	1	2

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